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VOL. 66 

^yormerlu 9'he Juvenile Instructor 

jj__ NO. 9 





The Best Education 
at Least Cost 

The cost of getting a standard college education is less at Brigham Young 
University. Moreover, the Church University has the advantage of offering 
the full-rounded moral and intellectual training which has made it famous, 
and has endeared it to the 20,000 alumni members. 


Whether you are preparing for the professions of law, medicine, engineer- 
ing, or teaching, Brigham Young Universitiy can provide the preliminary 
training you need. Or if your interest leads you to agriculture, mechanic arts, 
or home economics, you may take your major in these fields. 


Credits of Brigham Young University are approved by the highest rating 
agency in the United States; the Association of American Universities. 


If you have not received the latest catalog, write to 

The President 

Brigham Young University 

Provo, Utah 


arranged, ready for publication, $10.00, or I will compose and arrange melody to 


for $15.00. Send in your melody or song poem with remittance. 



121 S. Main St. Salt Lake City 



Buildings — Teachers — Subjects offered — Tuition rates 


Offers the most for the least cost. 

THE INSTRUCTOR, Vc:. 66, No. 9 

Publishers: Deseret Sunday School Union, 44 East South Temple. Salt Lake City, Utah. Published the first of 
every month at Salt Lake City, Utah. Price $1.50 a year, payable in advance. Entered at the Post Office, Salt Lake 
City, ag Second Class matter. Acceptance for mailing at special rate of postage provided for in Section 1103. Act of 
October 3, 1917. authorized on July 8, 1918.. Copyright, 1931 by Heber J. Grant, for the Deseret Sunday School Union. 


Dedication of L. D. S. Chapel at EI Paso, Texas .... 


Simplicity (Poem) Henry F. Kirkman 511 

The Latter-day Saints Chapel at El Paso, Texas?. . . . 

George D. Pyper 513 

A Father's Prayer (Poem) .. Stanley A. Piirrington 516 

True Pioneer Stories Harold H. Jenson 517 

What Governors Think of the Sunday School 520 

Horsebackin' to Sunday School 

Harri ^on R. Merrill 522 

A Little More or Less (Poem) 523 

Editorial — Teachers and Thirst 524 

Defense Against Air Attacks Impossible 525 

Signs of the Time J. M. Sjodahl 526 

A Twoanda Half Minute Talk. .Mildred Litchfield 528 

Sunday School Departments 529 

Missoula, Montana, Branch L D. S. Sunday School.. 540 
[.et Us Plant Trees (Poem) ....Grace Ingles Frost 546 
Sunday School Conference, Detroit, Michigan .... 547 
,'V Twoanda Half Minute Talk. . Margaret Fleming 556 

Ualue of Struggle Edith L. Reid 560 

Like Joseph Did . Coral J. Black 564 

(\ Rainbow Day Florence Bush 567 

The Budget Box S68 

Dandy, the Calico Cat 572 

The Funy Bone 574 



Of superior Quality aud Tt'orkniansliip 

manufactured for the 


And »ol«l at prices defyiuisr competition. When ordering; from iis 

remember We Pay Postage 


No. No. 

703 Plat Weave Spring Needle * .95 610 

719 Ribbed Light Weig-ht 1.20 614 

792 Fine Quality Cotton _... 1.35 635 

751 Pine Silk Lisle „ 1.85 601 

711 Silk Stripe Med. Wt 1.40 664 

762 Non-Run Rayon 1.00 620 

714 Med. Wt. Extra Quality 1.50 600 

717 Pine Rayon Crepe Dechine 1.95 602 

720 Pine Quality Non-Run Rayon .... l.»5 663 


Ribbed Lisht Wt $1.20 

Med. Wt. Extra Quality 1.50 

Rayon-Mesh lo."! 

Non-Run Rayon New Style Only.. 1.60 

Med. Heavy Wt. Cotton 1.85 

Non-Run Rayon 2,50 

Light-Weight Silk Stripe 1.40 

Fine Qualty Lisle 1.35 

Med. Heavy Unbleached Cotton.... l.»5 

Garments Marked Upon Request 15e Per Pair 
20% Ext]<a Chai>g-« for Sizes over 49 

I>o not fail to s>piecif!y New or Old jStyle and if for Man or Woman, also «tnte if Ion j 

or short sleevei, ish,ort or Bong legs are wanted. Give acteurate Bust iStfL^asurement. 

Height and Weigflit. Samples Sent Upon Request. 


70 So. Main St., Salt Lake City, Utah — OLDEST KNITTING STORE IN UTAH 


Little Visits from the Aditorium 

No educational institution in the Intermountain section has higher standards than 
Brigham Young University, the largest private university in this region. Found- 
ed in 1875 by Brigham Young, the university which bears his name has steadily 
grown from a small elementary school, to a University which has been accredited by the 
highest rating agencies in the United States. 

The University is divided into five Colleges: The College of Applied Science (including 
departments of agronomy, animal husbandry, horticulture, drafting, mechanic arte, 
rural economics and home economics); the College of Arts and Sciences (including all 
physical sciences, biological sciences, languages and literature) ; The College of Com- 
merce; the College of Education; and the College of Fine Arts. In addition, there is 
the Graduate School, the Extension Division and the Research Division. 

The University executive offices have this year been moved from the Education Build- 
ing, to the Maeser Memorial, the building built to the memory of Dr. Karl G. Maeser, 
the first head of the school. 

The University is stressing the point that this is an economical year to attend college; 
and because of the favorable conditions at the B. Y. U. and in Provo, students may 
there obtain "the best education at least cost". The Autumn quarter commences Sep- 
tember 25. 

SELDON N. HEAPS, the popular radio artist and well known theatre organist, has 
just recently acquired, by lease, the entire sheet music and book department of 
that old pioneer firm CONSOLIDATED MUSIC COMPANY which was recently 
merged with the Daynes-Beebe Music Company. 

The combining of these two companies, gives Mr. Heaps the largest stock of music pub- 
lications in the intermountain region. 

The many requests for his arrangements and compositions has caused Mr. Heaps to add a 
feature to his department that will be of interest to ambitious writers of this region in 
that, for a nominal sum, he will arrange your melody for publication or he will write 
music for song poems. 

Mr. Heaps is one of the finest music arrangers in the west having composed many hits 
and is now the exclusive arranger for the Taggart-Woolsey-Brown Music Publishers and 
Seliladean Publishers. 

He has just recently written in cooperation with Brandley of the M. I. A. offices the 
music for the new M. I. A. dance contest for 1932, "Senorita Mia", which is now off the 


THROUGH the splendid knowledge of Mr. Mitchell in the care of the hair his 
great experience and his giving his special and careful attention to his patrons 
has made The Mitchell Beauty Parlors — Medical Arts Bldg. and Sugar House 
Beauty Salon — 1053 E. 2l8t So. — two of the most popular Beauty Parlors in Salt Lake 
City. Your hair is part of your attire, and clean well-kept hair is one of the main 
requisites in the loveliness of women and is the result of scientific care, such as you get 
at Mitchell Beauty Parlors. 




Glean flavored, rich, and of eood keeping qnailty 






ir/ ^w fri,r f^^tujf < y /trf //r>t<i7^' ^' '^ 


( ToeOOLYlCf 







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Office 319 South Main 

Distinctive Work 

Telephone Hyland 190 


The Home should come First 

















E R 

N M 
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Buy the Furniture You Need 


We Have The Biggest Stock and Lowest Prices in 21 Years 
Come in and see the newest and most popular home furnishings of today. 


Granite Furniture Company 



Is more than a name, it is an Institution which Insures quality. The Downy 
Flake Doughnut is sold at only one place in Salt Lake City, to the left as you 
enter the 


47 Broadway 

Downy||Flake Shop 


By Henry F. Kirkman 

Here is an annal of the simple folks, 

Around whose footsteps naught of glory shines ; 
Who trusts in God and walk the (humble paths, 

Untrammeled by the fetters conquest binds. 

In vain for them the starry spaces lure, 

The brooding ^mystery of the ocean's spell ; 

They see alone the line that duty marks, 

And follow dumbly what the hours tell. 

Enough, if at the close of each dull day, 

With loved ones gathered round the evening board, 
They count the sum of daily joys earned, 

And glean such comforts as the day afford. 

And yet why doubt that when the score is cast, 

The measured deeds inscribed by history's pen. 

That somewhere on the fateful scroll of time. 

These simple folks shall rate with mighty men. 

Our Cover Picture 

Our cover picture this month is of John the Baptist, painted 
in the Fifteenth Century by Titian (Tiziano Vecelli or VecelHo— » 
1477-1576) the greatest Venitian painter of the Renaissance. "As 
a great colorist, master of rich, glowing tones, mixing his pigments 
with sunshine, Titian stands alone. Others rivalled and some- 
times surpassed him in drawing, in grace of composition, in dignity, 
in elevation of religious sentiment and feeling and in dramatic 
strength, but none equals him in sensuous beauty of tone, and the 
marvellous rendering of flesh tints. As a portrait painter he ranks 
with the first of any age." — Nelson's Encyclopedia. 



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\' ol. 66 


No. 9 

The Latter-day Saint Chapel at El Paso, Texas 

By George D. Pyper 

"And let them build up churches, inasmuch as the inhabitants of the earth will recent. 
-Doc. and Cov. 58:48. 

The dedication of a ,new chapel in 
El Paso, Texas, May 24, 1931. was 
an event of unusual importance. First, 
because of the circumstances under 
which it was built ; second, because of 
the beauty of the structure; third, be- 
cause of its importance in a city in 
which the Latter-day Saints have com- 
paratively few members. 

The El Paso ward has had an event- 
ful early history and the dedication of 
its new and beautiful chapel is the 
culmination of the prayers and earnest 
lalbors of a few devoted Saints who 
have now had their prayers answered 
and have seen their dream's come true. 

In 1847 the ground near the site 
of this chapel resounded to the weary 
tramp of the "Mormon Battalion" 
in its two thousand mile march to 
California. In 1871 Elders Anthony 
W. Ivins, Helaman Pratt and other 
missionaries among the Indians and 
Mexicans camped on the present site 
of El Paso, Texas, and Ciudad Jua- 
rez. Mexico. After some work on the 
border they moved to Mexico City 
and other parts of our Southern Re- 

From the program of the dedica- 
tory services we learn that "the first 
home makers in the 'vicinity were 
Isaac W. Pierce and family, who mov- 
ed from the Latter-day Saints colonies 

in Chihuahua. Mexico, to the inter- 
national border in the year 1897. Re- 
ligious services were held in his home 
which was also headquarters for the 
Latter-day Saints who passed to and 
fro from the LTnited States to Mex- 
ico. After the death of Isaac W. 
Pierce, on August 21, 1906, religious 
services were held in the home of his 
son, Arwell L. Pierce. 

"In the early summer of 1909, the 
few members who were living on the 
international border of El Paso and 
Juarez, were organized into a branch 
of the Dublan Ward, Juarez Stake, 
and Elder James Mortenson was ap- 
pointed Presiding Elder, and the re- 
ligious services were held at the home 
of Arwell L. Pierce. 

"This branch organization contin- 
ued to function until July Z8, 1912, 
when, on account of revolutionary 
activities in Mexico, the Latter-day 
Saints in the colonies left their homes 
and came to the United States. Elder 
Hyrum S. Harris was appointed to 
preside over the members who remain- 
ed in El Paso. Before the end of the 
year he moved away and Elder Philip 
H. Hurst became Branch President, 
with Arwell L. Pierce and Deronda 
V. Farnsworth as his counselors. 
Within a year's time, enough people 
had returned to the colonies in Mex- 



Sept., 1^31 


At Dedicntiun Exercises 
Front row, left to rig^lit: Edw. V. Tiirley, Josepli Anderson, President Jos. W. 
McIUnrriu, President Heber J. Grant, Bishop Arwell L.. Pierce, Trenial .Panly. 

ico to justify a reorganization of the ens moved away and Edward V. Tnr- 

Stake, and Elder Joseph C. Bentley, 
was appointed Stake President. He 
chose as his counselors, John T. 
Whetten and Arwell L. Pierce. In 
the year 1918, Philip H. Hurst mov- 
ed away and Arwell L. ' Pierce suc- 
ceeded him as President of the El 
Paso Branch with John W. Wilson 
and Moroni L. Abegg as his coun- 
selors. On October 11, 1918, Ar- 
well L. Pierce was ordained a Bishop 
and the El Paso Branch became the 
El Paso Ward. He chose as his coun- 
selors John W. Wilson and Benja- 
min Earl Stevens with Joseph F. 
Done as Ward Clerk. In the year 
1919 the El Paso Ward was annex- 
ed to the St. Joseph Stake 

"Very soon after the organ!i.dtion 
of the Ward, a movement was set on 
foot to gather funds for the erection 
of a Ward Chapel and Recreation 
Hall. In the year 1924, B. E. Stev- 

ley succeeded him in the Bishopric. 
In the year 1928 A. L. Anderson suc- 
ceeded Joseph F. Done as Ward 
Clerk. , In the year 1929 Trenial Pau- 
ly succeeded John W. Wilson in the 
Bishopric. In the year 1930 John 
Mac Wilson succeeded A. L. Ander- 
son as Ward Clerk. 

"On October 26, 1930, ground was 
broken at Jhe corner of Douglas and 
Alta Streets for the erection of the 
New Ward Building. On Christmas 
Day, December 25, 1930 the corner 
stone of the building was laid with 
proper ceremonies. On Sunday, Jan- 
uary 11, 1931, ,a copper box was plac- 
ed in the corner stone of the build- 
ing, and filled with the Standard 
Church Works, gospel commentaries, 
current newspapers, etc." 

The Chapel, illustrations of which 
accompany this article, seats two hun- 
dred and fifty persons, while the Rec- 

Sept., 1931 


■" 1 ^ 

reation hall, connected by sliding 
doors, will accommodate three hun- 
dred and fifty more. The Chapel pro- 
per has a specially constructed modern 
accoustical ,ceiling. 

In the basement is the Ward's 
workshop. A banquet hall, superbly 
equipped kitchen, ten class rooms with 
furniture suitable to all ages of Sun- 
day School pupils, a room equipped 
with radio for boy .scouts, a hidden 
baptismal font, furnished in white 
tile, which may be opened to a small 
auditorium, a luxuriously furnished 
Relief Society parlor— all go to make 
the El Paso plant a social center of 
unusual beauty and well adapted to 
Church meetings and activities. 

The architect was Guy L. Frazier 
of El Paso, Texas. The builder, Sam- 
uel E. McClellan, of Colonia Juarez, 
Mexico. The building committee, to 
whom is due much credit for the new 
edifice, was Bishop Arwell L. Pierce 
Trenial Pauly, E. V. Turley, John w' 
Wilson, Willard Whipple, George 6. 
Payne, and Sam S. Myers. 

The building and land represent an 
mvestment of $75,000, made possible 
by generous contributions of the First 
Presidency, the membership of the 

Ward and the donations in ,cash, labor 
and materials by scores of El Paso 
friends not members of the Church. 

Appropriate and beautiful dedica- 
tory services took place on May 24, 
1931, with President Heber J. Grant 
delivering the dedicatory prayer and 
address. In commenting on the event 
the El Paso Times had the following 
friendly editorial: 

To the New Mormon Church 

El Paso is proud of the new chapel, 
dedicated yesterday, of El Paso ward of 
the Church of Jesus Christ of Latter-day 

It is a beautiful edifice, a credit to the 
ward, the church and the city. It is an 
exemplification of that sturdiness and 
constructive spirit which are a part of 
what one might term the typical Mor- 
mon character. 

Mormons invariably are among the 
best elements in whatever community 
they dwell. They are self-respecting and 
respected, cleanly in their manner of 
life, cherishing to an even higher degree 
than most of their fellows the best ideals. 
They are thrifty, industrious, law-abid- 
ing. You do not hear of Mormons beg- 
ging or committing crimes. You do hear 
of them supporting charities, joining the 
best civic bodies, contributing to public 
enterprises, and always building and im- 

With Beautiful Texas Cloud Effect 



Sept.. 193' 

proving and colonizing on their own ac- 

The Times knows the Mormons of the 
southwest — here, in the Gila valley of 
Arizona, about Mesa, around Virden, N. 
M., and in the Mormon colonies of Mex- 
ico. SoHTe of The Times personnel have 
been on understanding and hence friend- 
ly terms with the Mormon Church and 
membership for many years, just as we 
have enjoyed association with Catholic 
clergy and membership, with Episcopal 
bishops, pastors and laymen and with 
those of all other creeds. For wellnigh 
half a century The Times has been read 
in Mormon homes and has been consid- 
ered a friend. 

Whatever is of long association is dou- 
Ijly dear, and it is partly for that reason 
that The Times feels a somewhat special 
gratification and pride in what Bishop 
Pierce and his co-workers of El _ Paso 
ward have accomplished here as evidenc- 
ed in this beautiful new chapel. 

Sunday School workers, the world 
over, wish the members of the El 
Paso Ward full power to enjoy their 
new, well-earned home, and the Sun- 
day School, now equipped with such 
splendid class rooms and conven- 
iences, a season of rapid advancement 
and spiritual progress. 

A Father's Prayer 

He may not, as a great general, 

In battle, seek glory and fame. 
He may not add letters of science. 

Or scholar's degrees to his name. 
He may not become a great artist. 

By painting some beautiful scene, 
But whatever he does in the future, 

I hope that my boy will be clean. 

He may not lead in athletics, 

A statesman, he may never be, 
Nor ever a bold aviator, 

Renowned on the land and on sea. 
He may not become a musician. 

Nor shine as a "star of the screen," 
But whatever may be his vocation, 

I hope that my boy will be clean. 

He's only a three-year-old baby, 

With a baby's clean thoughts and 
pure heart 
But soon he'll be growing to manhood 

And in the world play a man's part. 
He'll mingle with those who are evil, 

And sordid, and selfish and mean; 
But whoever may be his companions 

I hope that my boy will be clean. 

I hope that some day he'll be num- 
With God's chosen people on earth, 

Who have entered the "door of the 
By means of baptism's new birth. 
Some day he'll be clothed with the 
As thousands of others have been, 
And he'll realize as he grows older, 
Its power and strength — if he's 

Some day he may go on a mission. 

To bear, in the days of his youth, 
God's message and plan of salvation, 

To those who are seeking the truth. 
May prayer to our Father in Heaven, 

Be part of his daily routine 
That whenever the evil one tempts 

God's spirit may help him be clean. 

Tonight, as I look at my laddie, 

Lying fast asleep there in his bed 
I wish for him, not earthly treasures, 

But heavenly blessings instead. 
I want him to know what the gospel. 

And its glorious principles mean 
To those who would gain life eternal, 

Dear Lord — help my boy to be 

— Stanley 

A. Purrington 
Ogden, L^tah 

■..B»..-....n~ ■■,hi<-.,i.--«r..,<i . m,,-.,.„,i.»...»-|... .Mil—. . .,.iii..i .,B .11,,— ■■i„..,i.,i. 

^- STOIIIES.4^' 

By Harold H. Jenson 

Charles W. Symons 

Charles W. Symons, well known 
temple worker, pioneer photographer 
and one of the first Sunday School Su- 
perintendents in Salt Lake, who holds 
a record for such a position, also has 
written a life's record of his eventful 
career, from which this scribe is able 
to bring to light some interesting pio- 
neer experiences. 

Brother Symons is a lovable char- 
acter. Though his hair is grey and 
his step not as light as of yore, his 
spirit is young and every day finds 
him at the Salt Lake Temple, doing 
his "bit." He was born in Kensal 
Town, London, England, June 17, 
1845, and with his mother came to 
Utah in 1864, but let him tell his own 

"We were booked to leave London 
on the sailing ship 'Hudson' June 1, 
1864. It was a severe trial that we 
had to leave secretly, not letting our 
folks know we were going. We found 
consolation in the Scripture which 
says, ''He that will not forsake father 
and mother, houses and lands, for My 
sake is not worthy of Me.' We board- 
ed the ship but for some reason were 
delayed two days. 

"During this time 900 Saints were 
happy singing songs of Zion . . . My 
father and a Mr. Pardoe heard the 
news of our leaving for Utah and came 
to prevent us, following us down the 
Thames to the English channel in a 
tug boat. We had too big a start, 
so they gave up the chase. I had one 
more year to complete an apprentice- 
ship with Mr. Pardoe. I fully expect- 

ed father to come to Utah, b'lt he died 
in England in December, 1864. 

"Food rations were given on board 
on regular days, though it was not 
very palatable, and we had to cook 
our food ourselves which was quite a 
problem. After a few weeks at sea, 
measles broke out among the children 
and many deaths occurred, the bodies 
being consigned to a watery grave. 
The bodies were placed on a plank, 
resembling a tee-ta and at a given 


^'P*-'93i CHARLES W. SYMONS 519 

signal after the service the rope con- seen any oxen yoked before, but by 
trolling the plank was loosened and watching old teamsters it soon became 
the body slipped into the ocean. I easy. Experience taught me that kind- 
don't remember an adult dying. A ness to oxen availed much for the cat- 
storm also came up which tore away tie came to know my voice. While 
part of the ship's rigging, and we many accidents occurred, I had no 
thanked Providence for the fact no trouble from the Missouri River to Salt 
lives were lost . . . When about one Lake. Mother rode in the front of the 
week from New York, a Confederate company and I with the rear guard, so 
man of war "The Georgia" halted us she had a fire started an hour before I 
as the Civil War was in progress. Af- came into camp at night and some- 
ter satisfying themselves our ship was thing hot ready for a meal. One night 
not a prize we were permitted to go, coming in I found no fire nor supper 
the gunboat's band playing a farewell, and found mother very ill. She said, 
After six weeks and three days we 'I am afraid I shall not live to get to 
arrived in New York. Zion.' I answered, *Yes, mother, you 

After inspection by Custom officials will live to get to Zion and will live 
we were directed to railroad cars to ^o^ 20 years among the Saints,' which 
convey us to the Frontiers. It was no promise was fulfilled. 
small job to locate a company with "John Kay, president of the corn- 
freight, but finally two sections were pany on the ship 'Hudson', died on 
formed and we were on our way. the plains and we made a rough box 
Travel on cars was not very commo- and dug a hole for burial. Other 
dious and not very clean. It was also deaths also occurred and I assisted in 
slow for bridges and railroad tracks their burial. 

were torn out by Confederate armies, "Wg arrived at the 8th Ward 

and freight had to be carried across Square where the City and County 

rivers and creeks where train crews building now stands, on November 2 

awaited to convey us to our destma- 1864 i„ Captain Warren S Snow's 

tion. At Samt Joe we were placed wagon train. It was a cold reception 

on a Missouri River boat which car- for we had no relatives or friends to 

ried us to Wyoming, Nebraska, an greet' us. Here we remained for two 

outfitting point for the journey across javs and nights' while I sought em- 

the plains. For two weeks we lived payment. Mother was engaged by a 

in a little brush shelter awaiting pre- family in the 12th ward to do house- 

parations for the journey over the work at $1 a week with board and 

plains loading of wagons, with ,^^^^ j ^^^ ^^ ^^ ^ ^ ^ 

freight of 900 people being tedious Blazzard at $15 a month, board and 

and slow. It required 120 wagons room as a wagon repairer. After a 

with from two to four yoke of cattle month when my clothes and shoes 

Finally one tram of 60 wagons and were worn out and I had received no 

oxen was in shape and Captain Hyde pay, my employer said 'thou hast eat 

placed m charge. On account of In- thy wage.' I never was paid and only 

dian depredations they halted and the fact that mother was working for 

waited for the next train to overtake a shoemaker who made me a pair of 

them so that they would be stronger boots, mother working ten weeks to 

m case of attack from Indians. pay for them, kept me from being 

"I was engaged to drive one of the barefooted, 

teams to Salt Lake, the agreement be- "i worked at every kind of job, in 

ing my fare and board as well as that the adobe yards and as a newspaper 

of my mother for my services. This carrier, receiving in pay flour, vege- 

was new work for me as I had never tables and meat orders, as workmen 



Sept., 1931 

in those days seldom received cash 
One day Charles W. Carter asked me 
to work in his photographic studio 
and soon this became my life's voca- 
tion and for years I was a pioneer 

"My marriage to Arzella Whitaker 
in the Endowment House took place 
March 7, 1868. My wife's parents 
were pioneers of 1847. She was born 
in a wagon box before their home was 
finished in Salt Lake. 

"The Tenth Ward brass band was 
organized about 1864 by Captain 
Parkman. I was invited to join and 
became a member, being given the 
2nd B Flat cornet to learn. At this 
time Conductor Parkman went to 
California which was a serious blow 
and almost disrupted the band. The 
members clung together, however, and 
a man by the name of Croft and his 
son Thomas, two able clarinetists, help- 
ed us along. After many years I was 
chosen by the band as its leader, and 
given the B Flat cornet. A quadrille 
band was formed with John W. An- 
drew, 1st violin; Stephen Alley, 2nd 
violin: James V. Standing, flute; and 
John W. Keddington, cornet; Cliarles 

W. Symons, 'cello and double bass 
and Herbert Van Dam, prompter. The 
brass band attended the funeral of 
Bisliri-p John Proctor, playing funeral 
dirges from chapel to graveside and 
also in 1877 at the funeral services of . 
President Brigham Young. 

"I was called on a mission to Great 
Britain and on March 5, 1889, left 
Salt Lake for Liverpool. I returned 
in May, 1891. Above all my affairs in 
life I have enjoyed officiating in the 
Priesthood. I am proud I have my rec- 
ord of Priesthood. I also enjoyed my 
Sunday School work and for twenty- 
eight years served as Superintendent 
of the Tenth Ward Sunday School. 
Particularly did I like the singing of 
the children and helping as chorister. 
I think I am the originator of the 'si- 
lent drill' so called, which used to be 
held prior to the Sacrament when per- 
fect silence was asked for, so that 
you could hear the clock tick. Order 
was obtained in this way and the chil-. 
dren never forgot the object lesson. 
I think Sunday School is the finest 
training in the world for both chil- 
dren and adults and everyone who can 
should always attend. 

What Our Governors Think of the Sunday School 

(Collected by the David C. Cook Publishing Co., Elgin, 111.) 

Decided Asset in a Community 

An institution or or- 
ganization that implants 
Christian ideals, builds 
character, and inspires 
to better service is a de- 
cided asset in a com- 
munity. This I believe 
of the Sunday School, 
and feel that its teach- 
ings will help us to 
maintain the deeply religious strain 
that is evidenced throughout the his- 
tory of our country. People are made 
great by living up to spiritual ideals. 
— H. C. Baldridge, Governor of Ida- 
ho, (May 9, 1930). 

B. C. Baldridge 

Develops Good Citizenship 

In my experience in 
the Hawaiian Islands 
since boyhood days, the 
Sunday School has been 
a great factor in the de- 
velopment of good cit- 
izenship. Aside from 
the fact that it has been 
greatly instrumental in 
Lawrence M.Judd developing Spiritual life, 

the faithful teaching in Sunday 
Schools has furthered civic righteous- 
ness and developed a high standard of 
citizenship among our people. — rLaw- 
rence M. Judd, Governor of Hawaii, 
(May 28, 1930). 

Sept., 1931 



Geo. H. Dem 

Jno. Garland 

Potent Factor in Nation 

There is no doubt that 
' the Sunday School has 
proved itself a potent 
iactor in the spiritual 
development of the 
American nation. Train- 
ing received there has 
molded the lives and 
characters of many of 
our most outstanding 
pubilc men. — ^George H. Dern, Gov- 
ernor of Utah, (May 27, 1930). 

Greatest Factor in Citizens-hip 

Throughout the last 
half century I have 
been scholar, teacher 
and superintendent of 
a Sunday School. T am 
informed that the Sun- 
day Schools now have 
enlisted in their ranks 
nineteen million per- 
sons. I consider this, 
the teaching agency of the church, tTie 
greatest single factor in promoting 
good citizenship. — Jno. Garland Pol- 
lard, Governor of the State of Virgin- 
ia, (June 11, 1930). 

Applies Religion to Problems of the 
The Sunday School is 
an es.sential element in 
the preservation and in- 
telligent development of 
the religious life of our 
day. More than this, it 
enables us to consider 
economic, social -and 
moral issues in an at- 
mosphere of truth, jus- 
tice and unselfish service. 

I often think of the Sunday School 
as the laboratory of the church, where 
we learn to apply our religion to the 
problems of the day and at the same 
time get an intelligent vision of 
life to come. — Doyle E. Carlton, Gov- 
ernor of Florida, (May 23, 1930). 

{To 'he 

Doyle E. Carlton 

Rewards A Hundredfold 

Considered from a 
materialistic standpoint 
alone, the advantage, 
the self -advancement 
which training in a Sun- 
day School brings to 
every interested attend- 
ant, the rewards are an 
hundredfold. Righteous- 
Piem D. Sampson ^^^^ ^^-^^ naturally fol- 
lows from such contacts and training 
gives strength to conquer evil and to 
establish a beacon light for the guid- 
ance of others. — Flem D. Sampson, 
Governor of Kentucky, (April 26, 

Power Cannot Be Overestimated 

The Sunday School 
as an institution has an 
opportunity and power 
for good that cannot be 
overestimated. The fu- 
ture welfare of our na- 
tion depends upon the 
training of our youth to- 
day, and I am convinced 

Frank G. Allen ^^^^ ^^^ religioUS and 

moral education afforded by the Sun- 
day School is a potent agency for the 
production of good citizens and hon- 
est public servants. — Frank G. Allen, 
Governor of Massachusetts, (May 2, 

No Agency More Important 

Spiritual and moral 
values are the most nec- 
essary of those endow- 
ments of character to 
make; a man or woman 
an acceptable member of 
society. Of the many 
agencies charged with 
the responsibility of de- 
Henry H. Horton ygiopfng and training 

our boys and girls into useful citizens, 
none is of more importance than the 
Sunday School. It is impossible to 
over-estimate the value of this train- 
ing. — Henry H. Horton, Governor, 
State of Tennessee, (May 17, 1930). 



Horsebackin' to Sunday School 

By Harrison R. Merrill, B. Y. U. 

Gas wagons of various kinds have 
so far replaced other vehicles in most 
of our Utah communities that some 
of us g&t the idea that the only way 
to go to Sunday school is to walk or 
ride in a car. Either of those ways 
would be very undesirable to the boys 
out in Boulder, Utah, the tiny town 
that lies beyond the end of the road. 
In Boulder, the choicest way of go- 
ing from home to Sunday School is 
by horseback. 

I was in Boulder early in May and 
after Sunday School got a few of the 
boys — old and young — to pose for me. 
I say old and young because you will 
notice on the extreme right end of 
the line Mr. John King, a "boy" some- 
where around seventy years of age. 
But despite his years, how Mr. King 
can ride a horse! I met him first as 
we were going to Sunday School. He 
rode up behind our wagon and we 
were all introduced, then he struck 
off through the sage at as smart a gal- 
lop as any of the boys could have 
taken. Later I rode with him from 
Boulder to Escalante river, a distance 
of more than ten miles and I know 

that when it comes to riding a horse 
He's still a boy among boys. 

Now, of course, there are cars in 
Boulder, but how they got them in 
I cannot imagine . . . The trail over 
which they had to go was so rough 
that in places I was tempted to dis- 
mount and walk. I am told that when 
once a car gets into Boulder it rarely 
ever gets out and when it does get out 
it has to be helped on its way by 

I was a guest at the home of Bishop 
Claude Baker while I was in Boulder 
— four others and I, for the Bakers 
do not seem to draw a line at num- 
bers. Elwood Allred, a member of 
the stake presidency ; Joseph Porter. 
a member of the High Council; Ray- 
mond A. Berry, a writer of western 
fiction and I made the trip in to 
the little scattered town lying alone 
among the boulders of southern Utah. 
When we rode up to Bishop Baker's 
home, on his horses by the way, which 
he had sent down to Escalante river 
by his son Ariel, and a neighbor boy, 
President Allred proposed that some 
of us be sent to another home for the 

Sept., 1931 



night, but Bishop Baker, in his quiet dred miles from a railroad, far beyond 

and final manner said : the end of any road, the program was 

"1 think you'd better all stay here." going on much as it was going on in 

We did. hundreds of other wards of the 

The next morning after breakfast, Church, and in the audience were men, 

a team of horses was harnessed and young and old, who had been to the 

we prepared to go to Sunday School, ends of the earth carrying the Gos- 

A Bain wagon was used as the vehicle, pel of cheer. 

as Bishop Baker's car for the time Upon our arrival the regular class 

was out of commission and there was work was dispensed with and we were 

no mechanic within miles of the place, asked to occupy the time. 

I was pleased, for I knew we could The mothers present all received 

see the country better from a wagon, booklets for Mothers' Day.. 

It was a perfect Sunday morning with 
lilacs blooming in the yards of the 
farms we passed and scores of birds 
singing in our ears as the lilacs and 
growing things sang to our nostrils, 
and the greening fields and blossoms 
against hazy mountains sang to our 
eyes. As we went along an occasional 
car passed us. In every case, whether 
the car was loaded to the top or not, 
the driver stopped and asked us if 
some of us wouldn't like to join him. 
Nobody did, of course, for who, on 
such a morning, would change a wa- 
gon in the open for a closed-in car? 
As we approached the school house 
where Sunday School was to be held, 
we saw boys and men gathering on 

I was impressed with the fact that 
the Church Sunday School, is reach- 
ing into the fastness of the moun- 
tains as well as into the great cities 
to catch hold of the spirits of 
men and hft them to higher levels. 

It was a great day for me. During 
all my early life I had known just 
such Sunday Schools, just such peo- 
ple, just such conditions. 

"What we can't grow and make we 
can do without," Bishop Baker said 
simply that day at dinner when we 
were served fine beef which had been 
preserved in bottles, and fine corn and 
other things. 

I am certain of this : that . they 

horseback and along the row of tie- are growing some fine young people 

posts was already ,a string of fine in Boulder and that they are makinp- 

looking horses that other riders had some splendid lives for those who live 

brought in earlier. _ there. I am convinced that a man 

When we got inside we found that has as good a chance of horsebackin' 

Sunday School had already com- into the presence of God as he has of 

menced. The house was packed. It getting there by any other means of 

was Mothers' Day, and a special pro- transportation — perhaps a better 

gram was being held. There, one hun- chance. 

A Little More or Less 

A little more kindness, 

A little less creed, 
A little more giving, 

A little less greed, 
A little more smile, 

A little less frown, 
A little less kicking 

A man when he's down, 

A little more "we," 

A little less "I," 
A little more laugh, 

A little less cry, 
A little more flowers 

On the pathway of life, 
And fewer on graves 

At the end of the strife. 


I A L 


Formerly the Juvenile Instructor 
Organ of the Deseret Sunday School Union 

President Heber J. Grant, Editor 

George D. Pyper, Associate Editor 

Albert Hamer Reiser, Business Manager 

Published Monthly at Salt Lake City, Utah, by 

The Deseret Sunday School Union. 

Price $1.50 a year, payable in advance 

Entered at the Post Office, Salt Lake City, as 
Second Class Matter. 

Acceptance for mailing at special rate eff postage 
provided for in Section 1103, Act of October 3, 
1917, authorized on July 8, 1918. 

Copyright 1931 by Heber J. Grant, for the 
Deseret Sunday School Union. 

Officers of the Deseret Sunday School Union 

David O. McKay General Supt. 

Stephen L. Richards 1st Asst. General Supt. 

George D. Pyper 2nd Asst. General Supt. 

John F. Bennett General Treasurer 

Albert Hamer Reiser General Secretary 


David O. McKay Charles J. Ross 

Stephen L. Richards Frank K. Seegmiller 

George D. Pyper Albert E. Bowen 

John F. Bennett P. Melvin Petersen 

George M. Cannon Albert Hamer Reiser 

Horace H. Cummings George R. Hill, Jr. 

Henry H. Uolapp Mark Austin 

Howard R. Driggs Elbert D. Thomas 

Milton Bennion Joseph Fielding Smith 

Charles H Hart George A. Holt 

Adam S. Bennion James L. Barker 

Edward P. Kimball j. Percy Goddard 

Tracy Y. Cannon David A. Smith 

T. Albert Hooper George H. Durham 

Alfred C. Rees Frederick J. Pack 
Robert L. Judd 

department associates 

Florence Home Smith Tessie Giauque 

Inez Witbeck Lucy Gedge Sperry 

Marie Fox 

Vol. 66 


No. 9 

Teachers and Thirst 

Drought had stricken the land, 
parching- the fvegetation, (drying up 
the streams, scorching the earth and 
bringing great fire hazards to the 
country. The hope of men had been 
blasted by the relentless glare of the 
blazing sun, and their souls had with- 
ered from the heat. 

Then, as the mercury continued to 
soar, the humidity rose also. For 
weeks in preparation, storms broke 
their bonds and rushed to soak the 

After the first deluge of rain had 
sunk into the ground, the trees, shrubs 
and grass blades lifted their dy'ing 
heads and drank thirstily of the de- 
scending moisture. Their roots strug- 
gled for water and when their stor- 
age tanks had been filled to capacity, 
they freshened with new life, and with 
beaming spirits faced a revived and 
smiling world. The fire hazard fell. 
Men received new hope ; their souls 
expanded, and rejoicing was heard 
from all the land. A message of cheer 
had cleared the atmosphere, and 
brought the solution of the drought 


* * * * 

A great spiritual drought has de- 
scended in many parts of our country, 
searing men's belief in IGod, wither- 
ing their souls with parching "winds 
or doctrine," and burning up their de- 
sire to serve the Lord. The hazard 
of crime has been greatly multiplied. 

But even as Satan continues to 
spread wickedness and falsehoods and 
to deceive men, the Spirit of the Lord 
is at work. Through His agents, 
teachers of His Gospel are "being pre- 
pared, as the mediums through which 
his practical message of hope, the so- 
lution to all earthly and spiritual pro- 
blems, may come. They are the hu- 
man "atmosphere," attuned to God's 
will. They teach the youth of today, 
bringing fresh courage and reviving 
the drooping spirits of men. 

After the teacher catches the inter- 
est of his students, he must proceed 
to give them spiritual moisture, so 
they will look up to the Author of all 
things, with new yearnings for truth. 
They must be taught to seek for new 

Sept., 1931 



light and knowledge, in the field of 
everyday life, and also in religion. The 
teacher must nourish their tender 
roots with knowledge, that they may 
get wisdom and understanding to hold 
for future use, the message of life. 

Then it is the teacher's privilege to 
watch the pupils he has nutured lift 
smiling, confident faces to a beautiful 
world. When a student understands 
a principle of the Gospel, his vision is 
broadened, and the results of it show 
in his acts and speech. The Lord's 
message, coming through a pure chan- 
nel, has reached and touched a human 
heart for good. 

New strength through obedience to 

Gospel laws ; new health mrough liv- 
ing God's law of health ; faith and 
courage through prayer and sacrifice. 
These and many other beneficiial re- 
sults follow the teacher's work, spread- 
ing the message of peace and right- 
eous living through all the land, re- 
ducing the crime hazard, the power of 
IvUcifer, and the glaring heat of false 
doctrine, and preparing the world for 
• the millennium — now. 

May the teacher, then, ever be at- 
tuned to the Spirit of the Lord, that 
there may be no drought of spiritual 
moisture for his tender mortal charges 
-^the youth of Zion. 

— Weston N. Nordgren 

Defense Against Air Attacks Impossible 

The results of the air maneuvers 
over London in 1928 are described by 
Stuart Chase in "Men and Machines" 
as follows : 

"Seventy-five airplanes, each carry- 
ing 500 pounds of 'bombs,' swooped 
down upon the city from the northeast. 
They were met by an equal number of 
defense planes, by batteries of anti- 
aircraft guns, by an extensive balloor 
system — by every known device for 
defense against an air attack. But 
within less than thirty minutes after 
crossing the coastline, the defense 
planes had been ieluded, the attack 
had centered directly over London, 
'bombs' had been dropped on prede- 
termined targets * * * 

"Every specified objective was 
bombed. Fifty thousand pounds of 
theoretical explosives were dropped 
through 16,000 feet, with the accuracy 
of gun fire. Had these twenty-two 
tons of bombs been filled with diphenyl 
chloroarsine, half of the population of 
London would have been wiped out : 
3,750,000 men, women, and children, 

according to the calculations of the 
judges. Fifty tons of gas, an amount 
readily negotiable by a force of 200 
planes, would have destroyed every 
living thing in the London area. * * * 

"The only way to keep airplanes 
out of a metropolitan area is to have 
enough anti-aircraft guns to fill 400 
cubic miles practically solid with steel 
splinters and T. N. T. Defense by 
home airplanes is almost equally futile. 
There is too much space through which 
the attacker can slip. * * * 

"Military strategy, however, has an 
easy answer to the problem * * * The 
best defense is offense. And so, the 
instant the thousand planes leave Ham- 
burg for the cities of England, fifteen 
hundred planes leave London for the 
cities of Germany. Their ways may 
cross, but owing to the slipperiness 
of space and the haste of each squadron 
to reach its appointed power house or 
Treasury building on schedule, the 
casualties will be few, and the end of 
two civilizations, instead of one, not 
long delayed. 

Life is not so short but that there is always time enough for 
courtesy. — Emerson 

By J. M. Sjodahl 

The Financial Debacle 

The situation created by the re- 
cent financial difficulties in Germany 
still holds the attention of those who 
are interested in the signs of the time. 
Will Germany be able to stand against 
the radical onslaught? That is the 
momeritous question.* 

The recent financial trouble in Ger- 
many began with the failure of one of 
the principal banks in Austria. That 
crash which came as a thunderbolt out 
of a clear sky caused a panic among 
bank depositors in several countries, 
including iGermany. They argued 
that if a bank as strong as the Austrian 
institution was supposed to be could 
fail without warning, no bank is safe. 
Then the depositors in Germany be- 
gan to demand their money. Like an 
avalanche the panic rolled on. The 
Reichsbank paid out a billion marks in 
gold. But the pressure did not cease. 
Shortly before midsummer. President 
Hoover was given to understand, by 
advices from Berlin, that a morator- 
ium would be necessary. He readily 
responded. Some think that- if the 
proposition had been carried out im- 
mediately normal conditions would 
have been restored, because confidence 
in the bank system would have taken 
the place of doubt and hesitancy in 
the public mind ; but the French Gov- 
ernment started a long discussion, and 
while this was going on some Hungar- 

*0n August 9, the Bruening govern- 
ment, in a plebiscite in Prussia was sus- 
tained by a vote of 13,449,000 against 9,- 
793,000. That was an overwhelming vic- 
tory for the German republic. At the 
same time thousands cheered public speak- 
ers at Coblenz, in the Rhineland, who 
urged Germany to follow a policy of re- 
concihation with France and peace with 
all the world. That ought to have some 
weight with public opinon n France and 
facilitate the deliberations of the arms' 
conference to be held next February. 

ian and some Austrian banks went to 
the wall. This did not help the gen- 
eral situation. 

Friction Continues 

The discussions that afterwards 
took place in Paris between leading 
statesmen concerning the financial cri- 
sis revealed some reasons why France 
hesitated to lend a helping hand. It 
was, at least indirectly, ^pointed out 
that the proposed business union be- 
tween IGermany and Ausitria (might 
become a politicalmenace to France ; 
also that a nation unable to pay its 
debts is very unwise in -building costly 
battleships such as the Deutschland ; 
also that the radical agitation, the out- 
come and results of which were then 
unknown, naturally jeopardized in- 
vestments in the country. And then. 
Frenchmen do not forget that they, in 
1871, were compelled to pay Germany 
five billion francs for a war that had 
lasted only six months, in addition to 
giving up the provinces of Alsace and 
Lorraine. Even the Manchester 
Guardian, an eminently fair and con- 
servative, as well as influential journal 
characterizes these recent achieve- 
ments of Germany as "poor states- 

Still, the German government fis 
anxious to bring harmony in the re- 
lations with France, and that country 
would do well in meeting the friendly 
overtures half way. France and Eu- 
rope and all the world for that matter, 
needs a strong, prosperous and peace- 
loving Germany, where the Lord has 
placed it on the map, as a bulwark 
against the organized forces of an- 
archism and atheism that seem to be 
gathering strength for a final assault 
upon the human family. 

Agitation in America 
When speaking of unbridled radi- 
calism, we need not refer only to for- 

Sept, mi SIGNS OF THE TIME 527 

eign countries. Mr. John Herrick, a out of every nation under heaven ; and 
known journalist, wrote on August 6, it shall be the only people that shall 
that communistic agitators and propa- not be at war one with another." 
gandists responsible for the recent out- In reading this, we sometimes, un- 
break in Chicago, as well as distur- consciously, omit the little word "one" 
bances in other sections of the country, We read, "the only people that shall 
are carrying on their activities almost not be at war with another"— meaning 
unhampered. It is said that there are another people. But that is not the 
over 500,000 communists in this coun- correct reading. It tells us rather that 
try who are sowing unrest among the while nations of the world are torn 
people, with a revolution as the final and crushed by internal strife and con- 
object in view. flicts, the people of God, his Zion, the 
And that their activity is not confin- Saints of God, gathered out of all na- 
ed to the unemployed laborers is evi- tions, will enjoy peace and brotherly 
dent from the fact that a strike was love. They will respect the rights of 
declared on August 8, at Boulder City, man, as defined in the Declaration of 
by workers on the Hoover Dam, on Independence and the Constitution, as 
the alleged grounds that wages had well as in the laws and covenants of 
been reduced and that the heat was the Church. That seems to me to be 
unbearable. President Wattis of the the plain teaching of this revelation, 
construction companies denies the state- Without a Zion of peace and justice 
ment that the wages have been reduc- and righteousness, the world would be 
ed. And as for the heat, everything lost in violence, 
possible has been done to protect the „ ^ 
workingmen. The company has lost, ^^^ Depression 
it is true seven men by heat, but that We are hearing a great deal about 
is not a high number considermg the depression and lack of employment, 
unusual conditions and the abnormal and that is no wonder. The industrial 
temperatures this summer. It is easy world has been passing with great ra- 
to believe that agitators from the out- pidity from the age of manual labor 
side have fomented the t'rouble. and slow production to the age of 
At all events, agitation is being car- steam and electricity. The working- 
ried on among laborers, in schools and men have not had time to accustom 
colleges and even among the armed themsleves fully to the tremendous 
forces m this country, all with more change; nor have the leaders of in- 
or less success. dustries fully learned to adjust their 
The Outcome machinery to the actual needs of the 
,T„ ^ Mwu * u :> present. The speedy machines are be- 
What will the outcome be? ■ ^^^^^^ ^^^^^^^ ^^^ individual 
I am not prophesying, but the Lord g^^ ^^^ no adequate provision has 
tells us through the Prophet Joseph ^, ^ been made for the millions 
(as recorded in D. and C. Sec. 45 : „,Vinrr> fti« ^^r^,- ^^,,^i„:^„ • u 
68-71) that the time will come among TendTreH .^^.^rflZr ^l^^^^^^ M "^^ 
the wicked, when "every man that will ^Sst k, .oZh'^ t^T; ^^'' P^°^^'"^ 
not, take his sword against his neigh^ ^ Ltrn^do no^t^^^^^^^ 
bor — please note that it does not read t , , • . 
"against foreign nations" but "against . ^ was looking at a picture this morn- 
his neighbor"— "must needs flee to ^^S- In the fore-ground there was a 
Zion for safety." Does not this plain- ^^f^ Viking ship with a single mast 
ly refer to a condition of chaos in the ^^^^ ^ail, a crude oar for rudder, and 
world, during which neighbors will ^^^7 ^^^^^ shelter against wind and 
fight one another ? Let us read again : waves, 
"and there shall be gathered unto it On the side of it was a large steam- 



Sept., I9SI 

ship, with all its modern appointments. 
I was thinking. What would have 
happened, if, in the Viking age, such 
a steamship would have appeared sud- 
denly, and the Vikings, very efficient 
both as sailors and fighters in their 
own primitive ships, had been trans- 
ferred to the steamship to navigate it? 

They would have been as helpless 
as children. It took centuries to evolve 
the steamship and fit seafarers, navi- 
gators, engineers, etc., as well as the 
public for this new marvel of human 

It will take a long time, too, before 
man will be as used to air navigation, 
as he is to steamships and railroads. 

But in the industrial world, the 

transition from hand to machinery 
from ox-team to rail and air routes, 
has been very rapid. We have step- 
ped from the sailboat, as it were, to 
the steam boat too fast, and therefore 
so many things seem to be inexplicable 
even unnatural. Time may bring the 
needed adjustment. 

In the meantime, it is our mission 
as the Church of God, as bearers of 
the Priesthood, to exemplify peace, 
justice and righteousness, to be sta- 
bilizing factors in the world of un- 
rest, while we are preparing the way 
for the more perfect conditions that 
will prevail when the kingdoms of the 
earth shall have become the kingdom 
of the Son of God. 

A Two~and-a-Half Minute Talk 

Why Latter-day Saint Principles and 

Practice of Temple Work are powerful 

Instruments of Conversion 

Peter 4th Chapter 6th Verse: "For this 
cause was the gospel preached also to 
them that are dead, that they might be 
judged according to men in the flesh, 
but live accordimg to God in the spirit." 

The nearest any other church equals 
ours, is by selling pardons for the dead, 
to their living friends. Ours is the only 
church, which admits of salvation for the 
dead of ages past. Students who study 
the Bible and look for the things prom- 
ised there, in a church on earth, leaders 
inspired by the Spirit of Elijah, find in the 
Latter-day Saint Church, both the things 
they are seeking — -salvation for the dead, 
and a practical and beautiful way of ac- 
complishing it. 

Matthew Chapter 16 Verse 19: "And 
I will give unto thee the keys of the 
kingdom of heaven, and whaitsoever thou 
shalt bind on earth shall be bound in 
heaven and whatsoever thou shalt loose 
on earth shall be loosed in heaven," 

If the Bible means anything, this verse 
means everything to those who have au- 
thority. To them it promises not a here- 
after of a hazy, indistinct life; but a fu- 
rure of natural and individual happiness. 

Mourners, seeking comfort after the 
'oss of a loved one, find in our religion 

the promise of a happy hereafter, where 
with the ones they love best, they may 
go on progressing and (reach infinite 
heights of development. 

The whole principle is explained in 
Malachi, Chapter 4, Verses 5 and 6: "Be- 
hold I will send you Elijah, the prophet., 
before the coming of the great and dread- 
ful day of the Lord; and he shall turn 
the heart of the fathers to the children, 
and the heart of the children to the fa- 
thers, lest I come and smite the earth 
with a curse." 

Scientists throughout the earth, give 
their lives to establish a principle that 
will benefit the future generations. This 
exemplifies in a grand way, the turning 
of the hearts of the fathers to the chif- 

Others study ancient volumes, unearth 
buried cities and explore waste countries, 
to find some trace of genealogy. For 
example, the history of the ruling house 
of England has been (traced back to 
David, son of Jesse and king of the Jews. 
This is a great example of the hearts of 
the children being turned to the fathers. 

The Latter-day Saint Church is the 
only one on the earth, which makes 
allowance in its fundamental principles 
for this modern driving force among man- 

— Mildred Litchfield (age 13) 
Raymond, Alberta, Canada. 




Gefieral Superintendency : David O. McKay, Stephen L. Richards and Geo. D. Pyper 



Tract Y. Cannon. 







-f^ h- 











Rev'rently and meekty now 

Let thy head most humbly bow; 

Think of Me, thou ransomed one. 
Think what I for thee have done. 



(John, Fourteenth Chapter, Twenty-Sixth Verse) 

"But the Comforter, which is the Holy Gho«t, whom the Father will 
send in my name, he shall teach you all things, and bring all things to your 
remembrance, whatsoever I have said unto tyou." 



Sept., mi 


The Day: 

Sunday, September 20, 1931, is the day 
set for the collection of the 1931 Dime 
Fund in the Sunday Schools of the 


A supply of envelopes sufficient to pro- 
vide one for each person enrolled is sent 
to each superintendent in plenty of time 
before the collection day to allow for dis- 
tribution to the pupils in the classes. If 
more envelopes are needed, they may be 
obtained from the Stake (or Mission) 
Superintendent of Sunday Schools. 


Two methods have been used in col- 
lecting the Fund. 

In schools which use the first method 
the teacher receives from the superin- 
tendent a supply of envelopes on Sun- 
day, September 13, 1931, the Sunday pre- 
ceding the Dime Fund iCollection day. 
Near the close of the class period the 
teacher distributes the envelopes, being 
sure that each pupil present receives one, 
and having envelopes for the absent mem- 
bers delivered to their homes by friends 
or neighbors. The teacher asks each to 
return next Sunday with the contribution. 
At this point various means can be used 
to help pupils to remember to bring the 
contribution next Sunday. The teacher 
may suggest that the envelope be put in 
a conspicuous place at home where it will 
be seen many times during the week as a 
reminder. A friendly inter-class contest 
for the honor of being the first class to 
report 100% contribution can be arrang- 
ed and the classes left to organize them- 
selves and make their own arrangements 
looking to winning the honor. 

Honorable mention in "The Instructor" 
will be given all Sunday Schools all of 
whose classes report 100% collection 
completed on September 20, 1931. 

The second method of collecting the 
Fund involves the preparation of a good- 
will letter addressed to every family in 
the ward by the superintendency. In this 
appreciation is expressed for the interest 
manifested in the Sunday School and a 
statement is made of the purpose of 
the school and the ambitions of the 
officers and teachers for it. Parents and 
children are asked, if they will show their 
appreciation for the Sunday School by 
placing a contribution of ten cents each 
in the envelopes provided. Enough en- 
velopes are enclosed to provide one for 
each member of the family. The letter 
further states that a representative of the 

School will call at a stated time and on z. 
given day to receive the family's contri- 
bution. Because dishonest strangers take 
advantage of this arrangement in popu- 
lous centers, it is necessary to caution 
members making their contribution in 
this way not to deliver it to a stranger 
unless he displays a certificate signed by 
the Sunday School superintendency au- 
thorizing him to receive these contribu- 

This method has been used with 
marked success. If the ward is divided 
into convenient districts which are not 
too large, and a Sunday School officer or 
teacher assigned with a member of an 
adult class to each district, the collection 
of the Fund can be made the occasion for 
a good-will visit designed to win the 
members of the family to active and reg- 
ular attendance and participation as mem- 
bers of the Sunday School. 

It can be made an enrollment, attend- 
ance and Dime Fund collection campaign 
all in one. 

If the month of September is devoted 
to systematic effort in this direction the 
Dime Fund collection can be closed up 
within the month and the increase In en- 
rollment and attendance which generally 
comes in the Fall' can be permanently 

The Standard: 

The standard toward which all schools 
work in the collection of the D'ime Fund 
is 100% of the enrollment. Opportunity 
is given the ward superintendency and 
the Stake Superintendency to set what 
they regard as a fair enrollment basis for 
this purpose and the General Board ac- 
cepts the basis thus agreed upon. Some 
stakes adopt the basis submitted by the 
General Board during the summer when 
the lists of superintendents, taken trom 
the annual report of the year before, are 
returned to the Stakes for revision. This 
basis is the total enrollment reported 
upon the annual report of the preceding 
year, with the cradle roll deducted. 
Other stakes revise this figure either 
upward or downward to make it show 
the actual enrollment at the time of 
revision. Some choose to take the actual, 
bona fide enrollment as of the Dime Fund 
collection day. (This year, September 
20, 1931.) 

Close Up the Business in September. 

The ideal has been held out for many 
years that the Dime Fund is best col- 
lected in one determined effort and closed 
up promptly. It is not the policy of the 
General Board to dun wards and stakes 
for the collection. The wisdom of this 
policy has been repeatedly aemonstrated 

Sept.. 1931 



by the liberal and prompt response of the 
wards and stakes which makes it possible 
to close up the collection in a short time. 

How to Remit: 

Aim to remit by check or money order 
the complete collection to the Stake Sup- 
erintendent or to the person he may 
designate. Make it a point to do this 
before the end of the month of Septem- 
ber. The best practice is to remit the 
Fund as it is collected and thus leave no 
funds to accumulate, for this practice 
brings with it danger of loss or confu- 
sion which 'is always 'unpleasant and 
unbusinesslike. The Stake Board will 
issue receipt to you for every remittance 
you make. The school should rennit all 
the Fund collected whether more or less 
than 100%. 


For Sunday, November 1, 1931 

Character Development Through the Ob- 
servance of Fast Days 

Objective: To teach that fast days 
have been instituted for the blessing of 
the people. 

I. Observance of fast days contributes 

to character development. 

Places body in subjection to spirit. 

Assists in control over bodily ap- 

Insures increased spiritual strength 

and power. 

Develops humility and sincerity. 

Increases sympathy and charity for 

II. Practices Instituted of the Lord 

among his people are always for 

their good. 
III. Special occasions of fasting and 


IV. Fast offerings as a means of relief 
for the poor. 

V. Proper fast day observance. 

VI. Home encouragement of fasting. 

Additional Material 
Character divelopment: 

"The spirit is often fettered by the 
grossness of the body; fasting diminishes 
bodily excesses and in this way gives the 
spirit an opportunity for strength and for 
communion with the Holy Ghost and the 
Spirit of God, which no other process 
could accomplish. By continual prayer 
and periodical fasting, humility and 
strength are acquired; and the spirit in 
man is humbled and placed in harmony 
with the spirit of God, so that sweet com- 
munion and interchange take place, and 
strength is imparted to the spirit of man. 
This fact is set forth by Jesus in connec- 
tion with the incident of casting out an 

evil spirit. His disciples, asked why they 
had not power to cast him out. He said 
it was because of their unbelief, but added 
'Howbeit, this kind goeth not out but 
by prayer and fasting'— Matt. 17:14-21." 
M. I. A. Manual 1907-8. 

Special Days of Fasting and Prairer: 

In the fourth chapter of Esther we 
read how the beautiful, patriotic and un- 
selfish Hebrew heroine called upon her 
people to fast for three days for a favor- 
able outcome when she should appear be- 
fore the king uninvited, and in peril of her 
life. Her errand prospered and the cap- 
tive Israelites were given a new freedom. 

Later we read how Ezra called a fast 
among the Jews returning to Palestine 
after their long captivity, that they be 
protected in their hazardous journey 
across great desert stretches infested with 
numerous outlaw bands. The Lord recog- 
nized their humble appeal and Israel was 
prospered on its journey. (Ezra 5:21.) 

In this issue of The Instructor will be 
found details of a special fast called by 
the Presidency' of our Church in 1889 for 
the deliverance of the people from the 
hateful spirit of oppression by which they 
were almost overwhelmed. 

Also in the October issue of The In- 
structor will be found an interesting 
proclamation of a day of humiliation, 
fasting, and prayer issued by Abraham 
Lincoln during the darkest period of the 
civil war. 

The Lord has abundantly vindicated 
his promises to hearken unto the humble 
and sincere petitions of His children. 

Home Encouragement : 

It is reported that in a certain Sunday 
School in which fasting and testimony 
bearing were being encouraged on fast 
days several pupils had offered as an 
excuse for failure to fast, the fact that 
breakfast had been served and they had 
forgotten that it was fast day until after 
they reached Sunday 'School. Finally 
one little girl arose and innocently 
enough remarked that they were "not 
tempted to eat" in her home on fast day 
as breakfast was not served. 

Let us encourage our children to ob- 
serve fast days that they may obtain the 
blessings that attend obedience to this 
principle. While we do not wish to deny 
food to those who want it, yet we do not 
need to "tempt" them by setting before 
the family an enticing breakfast wholly in 
disregard of the inspired teachings of the 

A Special Day of Fasting and Prayer 

During the eighties the Mormon people 
in Utah endured some of the bitterest 



Sept.. 1931 

opposition ever directed at this Church. 
The Latter-day Saints were reviled and 
maligned throughout the nation to the 
extent that individual members of the 
Church expected abuse from non-mem- 
bers at almost every contact, whether at 
home or abroad. 

In the year 1887 Congress passed a 
law confiscating the properties of the 
Church and the disfranchisement of the 
entire people was threatened. The people 
were oppressed almost to despair when 
near the close of the year 1889 the Presi- 
dency of the Church called upon all mem- 
bers to set apart and observe Monday, 
December 23, 1889 "as a day of fasting 
and of solemn prayer." 

"All the Latter-day Saints throughout 
these mountains are requested to join in 
supplicating the Lord, on that day, for 
His Holy Spirit to be poured out in great 
power upon His servants and all the 
Saints, as a witness that He is still with 
them. Also that the enemies of Zion may 
be confounded in their wicked works and 
designs, and that the hearts of the rulers 
and people of this nation may be soften- 
ed, to the end that they may be induced 
to _ deal justly and mercifully with the 
Saints, and be willing to hear our cause 
and grant to us those rights and privi- 
leges which belong to citizens who are 
true to the Constitution and institutions 
of the United States. 

"All this should be done in the spirit 
of meekness and faith. There ought to 
be no expressions or desires for wrath 
and judgment upon these who have per- 
secuted, reviled and falsely accused us 
and who seek to oppress us, t»ut rather 
that they may turn from their wicked 
ways and be led to do right. 

"That our God is approachable and 
ready to hear and help His people when 
they draw near to him aright, has been 
abundantly demonstrated in our chequer- 
ed experience. Let us come to Him 
on this occasion unitedly, as directed by 
His servants, and we shall receive an- 
other proof of the truth of the doctrine of 
His Son: 'When two or three of you 
are agreed touching anything, and ye 
ask it^in my name, it shall be granted unto 
you.' 'Ask and ye shall receive; seek and 
ye shall find; knock and the door shall be 
opened unto you.' "—The Deseret Weekly, 
Dec. 21, 1889, p. 811. 

The following is quoted from an edi- 
torial in the "Contributor" of January, 

"The First Presidency of the Church 
of Jesus Christ of Latter-day Saints, set 
apart the anniversary of the birthday of 
the Prophet Joseph Smith, !December 
23rd, as a day of fasting and prayer. 

The fast was generally observed through- 
out all the settlements of the Saints in the 
Rocky Mountains. It was a day that will 
long be remembered, and one fraught 
with important results to the Latter-day 
Saints. All business affairs Were laid 
aside, and, unitedly, a whole people ap- 
proached God through the open door of 
prayer, having first prepared themselves 
by fasting. The fast began at sundown 
on Sunday and lasted till sundown on 
Monday. * * * In all places heard from 
throughout the length and breadth of 
Zion large congregations assembled, and 
a spirit of peace and quiet prevailed, 
which was only equalled by the confi- 
dence manifested in the promises of 
Jehovah to the faithful, that He will 
hear and grant their righteous petitions. 

"Only on very few occasions before 
have the Latter-day Saints, thus univers- 
ally at one time come before the Lord in 
fasting and prayer, but on each of these 
the clouds which overshadowed them were 
lifted, the sun of joy and prosperity shone 
in upon them. It will be so this time and 
though there may be some sad scenes and 
tpang days, the result will be greater 
light, advancement and glory to the 
church of God. * * * 

"The lessons learned by this day of 
fasting and prayer should long De re- 
membered by the children of Zion. The 
spirit obtained by those who participated 
should be retained, by proper conduct be- 
fore the Lord, and there can be no doubt 
as to the results. The twenty-third day 
of December, 1889, marks an important 
epoch in the history of the Latter-day 

When we scan the history of this peo- 
ple for the few years following the pub- 
lication of the above we recognize that 
the predictions contained therein were 
truly prophetic. 

It was only twenty-seven months later 
that the first presidency of the Church 
issued an address from which the follow- 
ing is quoted: 

"To the Latter-day Saints in Zion and 
throughout the World. 

"Beloved Brethren and Sisters. A 
little over two years ago we 'were im- 
pressed to call upon the Latter-day Saints 
to set apart a day for fasting and solemn 
prayer unto the Lord. Our position at 
that time was such that it seemed as 
though no earthly power could deliver 
us from the evil which environed us and 
which threatened our overthrow. Turn 
which way we would, every avenue seem- 
ed closed against us. Human help was 
beyond our reach. Our eyes and hearts, 
under those circumstances, turned to the 

Sept., 1931 



Lord as the only power to which we 
could appeal for succor. Do we say too 
much when we testify that the Lord did 
on that occasion condescend to hear and 
answer the supplication of His people? 

"Their humiliation before Him was 
not without its fruits. If the objects 
which were suggested in our circular 
letter at that time to be prayed for be 
examined, the results will show how won- 
derfully the Lord has granted the prayers 
of His people? 

"In view of this, and the great mercy 
shown unto us by our Father in Heaven 
in permitting us at our recent General 
Conference, to lay the topstone of the 
Salt Lake Temple with shouts of Ho- 
sanna to God and the Lamb, it has sug- 
gested itself to us that it would be most 
appropr'-'te for the Latter-day Saints to 
gather in their various places of worship, 
on Sunday, the first day of May, 1892, 
and in fasting and prayer offer up to the 
Most High their heartfelt and solemn 
thanksgiving for His goodness and mercy, 
which He has shown unto them, and the 
deliverance that He has wrought out in 
their behalf."— The (Contributor, Vol. 
XIV. p. 280. 

The Lord has continued to bless and 
prosper this people in a most extraordin- 
ary manner, and it behooves young and 
old to keep before their minds the source 
of all the bounties we enjoy that we may 
be ever ready to manifest our humble 
gratitude for them. 


For November 
Book of M,ormon 

What the Savior Taught the Nephites: 

Lesson 33 — as well as lesson preceding 
— tell of many things the Savior taught 
the Nephites. In this address, name 
briefly the most important. Tell what 
efifect His teachings had upon the Ne- 

The Last of the Nephites: 

Explain briefly the events which led to 
the last battle between the Nephites and 
Lamanites and the outcome. What hap- 
pened to the valuable records these peo- 
ple had taken such great care to pre- 
serve. Try to help your audience to see 
the tragedy brought into the lives of these 
people by disobedience and to feel the 
pathos of Moroni's life. 

Old Testament 

Elijah and Elisha: 
These two men present an interesting 

study (1) points of likeness and (2) 
points of difference. Lesson ZZ supplies 
many details. 

Israel and Judah: 

These two Kingdoms present an in- 
teresting study (1) of points of likeness 
and (2) points of difference. What great 
characters did both Kingdoms look to as 
their founders and patriarchs? Make 
clear that they had in great part history 
and traditions in common, a common re- 
ligion. Disobedience was at the root 
of the failure of each. Assemble other 
points of likeness and also points of dif- 


Faith and Repentance : 

Explain the relation of faith and re- 
pentance to the development of spirit- 
Baptism and the Holy Ghost: 

Explain the purpose of baptism and its 
relation to the Holy Ghost. Also explain 
the function of the Holy Ghost. 

New Testament 

Property — As Means to Spiritual Ends: 

Dr. Thomas Nixon Carver, of Harvard 
University, in a very stimulating: book 
entitled, "the Religion Worth Having," 
emphasizes the value of what he calls, 
"The Work Bench Philosophy," the fun- 
damental purpose of which is to encour- 
age men to work diligently to acquire 
knowledge, skill, wisdom, and property 
to be used to gain more knowledge, skill, 
wisdom and property as means of devel- 
oping all the creative powers of men 
which contribute to the attainment of 
perfection. He stresses the fact that 
property, wealth and riches are to be 
used to develop perfection in men and 
not used to best advantage when regard- 
ed as means of gaining sensual gratifica- 
tion and enjoyment. This latter he des- 
ignates as the end and purpose of a "Pig- 
trough Philosophy." 

With this point of view and with the 
aid of the practical details suggested in 
the lesson on this subject, aim to de- 
velop a sound attitude toward the use 
of property as a means of developing 
sniritnality and undertake to infuse this 
attitude into your audience. 

Justice : 

Consider this as an attribute of Deity 
and make clear what the Gospel teaches 
on this .subject. See D'oc. and Cov. 130: 
20, 21; also 88: 36-45; 132:5. How is the 
doctrine of free agency related to this 
subject? What effect does this nrinciple 
have upon individual responsibility? 



A. Hamer Reiser, Generai Secretary 


A new Sunday School Monthly Re- 
port Form is being prepared and will be 
ready for use in September. It is im- 
portant that every Sunday School be re- 
ported upon one of these forms for the 
month of September, 1931, and for every 
month thereafter. 

To facilitate the use of this report by 
every Sunday School a few sample forms 
will be delivered to every State Secre- 
tary for distribution to every Ward Sec- 

This report is the simplest ever used 
in the Sunday Schools. It is really a 
brief summary of the minutes of the 
Ward Sunday School sessions for the 
month. No percentages need be figured. 
Enrollment and attendance statistics are 
called for in terms of actual numbers and 
not percentatjes. There are no charts or 
graphs to prepare. 

Every secretary will need to have a 
good watch or clock available so the ex- 
act time of starting Sunday School can 
be recorded and so the time allowed for 
singing practice and class work can be 
accurately measured every Sunday. 

Every secretary will need to count all 
persons who come in late as well as count 
all persons present rather than to get 
figures on tardiness and total attendance 
from the rolls. The reoort will be pre- 
pared in triplicate. The original and 
duplicate are to be sent to the stake sec- 
reary on the last Simdav of the month. 
Th° triplicate is to be retained in the files 
of the ward secretary. 

The stake secretary will retain the 
duplicate and will forward to the General 
Secretary all originals. The reports of 
the individual Sunday Schools will not 

need to be recapitulated upon a stake 
monthly report as heretofore, but the 
stake secretary will be asked to make 
written memoranda on the back of each 
ward report for the information of the 
General Secretary, calling attention to 
any special developments or unusually 
interesting features contained in the re- 
ports. The Stake Secretary will also 
include with each set of ward report 
originals sent to the General Secretary, 
the names of schools for which report 
was not received together with the name 
and address of the superintendent and 
secretary of such schools. 

It is expected that this report will give 
the Stake and General Board accurate 
and complete first-hand information about 
the status of every Sunday School in the 
Church every Sunday. Inferentially it 
will reveal the characters of Sunday 
School workers and something of the na- 
ture of the work they are doing. 

Because the report is so simple, being 
merely a short abstract copied from the 
minutes of the Sunday School sessions of 
the month, it is confidently expected that 
a report will be received from every 
school every month. Every effort will 
be made to have report forms in the 
hands of every secretary so there 
can be no failure to report on this ac- 
coimt. If, thereafter, a report is not re- 
ceived, it can only be because the sec- 
retary is incompetent to prepare even 
so simple a report, or because there is 
no secretary, or that no minutes have 
been recorded. Any of these conditions 
is serious and should be promptly rem- 
edied. Superintendents of Sunday Schools 
not reporting will be responsible for the 
failure and they will be appealed to to 
correct conditions. 

L I B R^Aj R I 

E S 

T. Albert Hooper, Chairman; A. 

Teachers in every field have discovered 
that visual education added to oral edu- 
cation makes their teaching many times 
more eflFicient. Our Sunday School teach- 

m^^^x^m m m 

Hamer Reiser and Charles J. Ross 

ers should always be on the lookout for 
suitable pictures with which to enrich 
and fortify their lessons. Many beauti- 
ful pictures are available. 

There has recently come to my desk 
one of the best contributions to the 

Sept.. iQp 



teaching of Bible Lessons, that it has 
been my pleasure to examine. This is 
a book 7^^x10" and containing 200 pages. 
Half the pages, or one hundred of them, 
contain a full page picture illustrating 
some Bible lesson. They are in full color, 
printed on a high grade of enamel paper 
which brings out all the beauty and rich- 
ness of the colors used. The opposite 
page contains a brief story of the sub- 
ject of the picture. One half of the pic- 
tures are of Old Testament subjects and 
the other half cover the New Testament. 
Each picture is indeed a work of art and 
would delight the teachers and pupils of 

any class where it might be shown. 

This wonderful book, the title of which 
is "The Bible Picture Book," by Muriel 
J. Chalmers, is published by Thos. Nel- 
son Sons Company of New York and 
sells for $5.00, just 5c each for the won- 
derful pictures it contains. It may be 
obtained of the Deseret Book Company 
of Salt Lake City at the pubHsher's price. 

We recommend this book most high- 
ly to any of our teachers of classes study- 
ing Bible lessons and suggest that each 
Sunday School can well afford to have a 
copy in their library where it will be 
available to the teachers at all times. 

— T. A. H. 


Edward P. Kimball, Chairman; Tracy Y. Cannon, Vice Chairman; P. Mehin Petersen 

and George H. Durham 




Frequent partaking of the bread and 
water in the Holy Ordinance of the Sac- 
rament is a paramount necessity for ev- 
ery Latter-day Saint. This ordinance is 
a connecting link between us and the 
great atoning sacrifice of the Christ, for 
we eat and drink in remembrance of His 
broken body and spilt blood which I-Te 
freely gave that we might have eternal 
life. What overwhelming love prompted 
this priceless gift of eternal life to man- 

By partaking of the Sacrament we wit- 
ness before God and our fellowmen that 
we will always remember Him, that we 
will willingly take upon ourselves His 
name, thus signifying that we will serve 
Him with faithfulness and devotion and 
keep his commandments; and if we par- 
take of the Sacrament frequently and wor- 
thily, the promise is given that we shall 
always have His Spirit to be with us. 
What greater gift can come to us than 
the continued presence of the Holv 

With the thought of intensifying the 
spirit of reverence and devotion in the 
hearts of the Saints when they partici- 
pate in the sacramental ordinance, the 
custom of playing soft music on the or- 
gan during the passing of the bread and 
water has been developed throughout the 
whole Church. In many instances the 
music has been rendered on the piano, 
or bowed instruments or even those in- 

struments associated with jazz music. It 
has also been played very indifferently 
and the type of music selected by the or- 
ganist has often betrayed an utter lack 
of appreciation of the real purpose of us- 
ing music in the sacramental service. Un- 
less this purpose is thoroughly compre- 
hended by those responsible for the sac- 
ramental music, it would be far better 
for the congregation to sit in silent medi- 
tation than to be distracted by music 
that is irritating and foreign in spirit to 
the occasion. 

By rdhering to the following funda- 
mentals in the selection, preparation and 
rendition of sacramental music, any cap- 
able organist should be able to attain re- 
sults that will enhance the beauty of this 

I. Selection of Music. 

a. It must be devotional in spirit 
and character. 

b. It must be beautiful. 

c. It must be free from secular and 
other distracting associations. 

II. Preparation: 

a. Notes, rests, accents, rhythms and 
all mechanics of the music must 
be thorouehly mastered. 

b. Registration which means use of 
various kinds of steps on the or- 
gan both speaking and mechanic- 
al, must be worked out so as to 
give variety, interest and added 
beauty to the music. 

c. Interpretation, that is. a study of 
crescendos, diminuendos, phras- 
ing, climaxes, etc., must be pur- 



Sept., 1931 


sued until the inner spirit of th^ 
music is so thoroughly a part of 
the performer that it literally ra- 
diates from him when he renders 
on his instrument. 


a. It should be played on an instru- 
ment that can make the rendition 
devotional. The organ best meets 
this requirement. 

b. It should be rendered in an un- 
obtrusive manner. 

c. The performers, whether singers 
or instrumentalists should be as 
little in view of the congregation 
as possible. This musical source 
is designed to glorify the sacri- 
fice of Christ; let the performer's 
personality sink into the back- 



General Board Committee: George M. Cannon, Chairman; George R. Hill, Jr., Vi^e 
Cluiirnmn; Howard R. Driggs and Frederick J. Pack 


First Sunday, November 1, 1931 

Uniform Lesson. Subject: "Char- 
acter Development Through the Observ- 
ance of Fast Days." (See Superinten- 
dents' Department for outline.) 

Second Sunday, November 8, 1931 
Lesson 35. Obedience. 

Text: Gospel Doctrine Lesson, No. 35. 

Objective: To intensify the desires of 
the students to respond to the calls of 
those in authority. 

Suggestive topics for assignment: 

1. Outline the scope of voluntary ser- 
vice being done in our Church and com- 
pare it with that of other Christian de- 

2. Explain Latter-day Saint beliefs re- 
lating to obedience to those in authority. 

3. Account for the enormous amount 
of voluntary service in our Church. 

Suggestive topics for class discussion: 

1. Point out examples of benefits which 
have come to people of your acquaintance 
because of their obedience to the calls of 
those in authority. 

2. Give reasons why one should always, 
when possible, obey the call of the 

3. Point out ways io v/hich the Mor- 
mon conception of obedience has brought 
about improved conditions in your ward. 

4. What effects does this principle have 
on the home. 

TWrd Sunday, November 15, 1931 
Lesson 36. Resurrection. 

Text: Gospel Doctrine Lesson No. 36. 

Objective: Belief in a resurrection is 

a product of faith, not learning. 
Suggestive topics for assif;nment: 

1. Explain the Latter-day Saint doc- 
trine regarding the resurrection. 

2. Explain prevailing beliefs outside of 
our Church regarding it. 

3. Support the statement, "there is no 
justification of the contention that 
scientific research disproves the resurrec- 

4. Review the accomplishments of great 
scientists who subscribe to Christian doc- 

Suggestive topics for class discussion: 

1. Tell the story of the resurrection 
of Jesus. 

2. Show earthly benefits which follow 
a belief in a resurrection. 

3. Give examples of where assurance 
of a life hereafter has followed faith and 

4. Present scriptural support for our 
belief in the resurrection. 

5. Why does it seem reasonable that 
the dead will rise again? 

Fourth Sunday, November 22, 1931 
Lesson 37. The Hereafter. 

Text: Gospel Doctrine Lesson No. 37; 
Doctrine and Covenants Section 76; Doc- 
trine and Covenants Commentary, Sec- 
tion 76. 

Objective: The mortal conduct of each 
of us determines our station in the next 

Suggestive topics for assignment: 

1. Relate the circumstances surround- 
ing "the vision of the glories." 

2. Explain the Latter-day Saints* con- 
ception of the assertion, "all are saved 
through Jesus." 

3. Discuss the three glories as con- 

Sept., ig^t 



sidered in the Doctrine and .Covenants. 

4. Compare Latter-day Saints' concep- 
tions of the hereafter with those of other 

Suggestive topics for class discussion: 

1. What effects do our beliefs regard- 
ing the hereafter have on daily conduct. 

2. In what ways do the circumstances 
under which the vision was given 
strengthen your testimony of the divinity 
of this work. 

3. Read Doctrine and Covenants Sec- 
tion 76, verses 49 to 70 and then explain 
specifically what you think one must 
do on this earth to qualify him for celes- 
tial glory. 

Fifth Sunday, November 29, 1931 

Lesson 38. Moral Standards. 

Text: Gospel Doctrine Lesson No, 38. 

Objective: Our Church requires of its 
members continuous adherence to the 
highest ideals and standards. 

Suggestive topics for assignment: 

1. Why can no Latter-day Saint who 
has complied with the first principles of 
the Gospel, boast during his life that he 
is saved? 

2. Explain the Latter-day Saint doc 
trine regarding the sanctity of the human 
body for the purpose of showing that 
virtue is a necessity. 

3. Distinguish between "truth" and 

4. Point out the practical advantages 
growing out of the Latter-day Saint be- 
lief in eternal progression. 

Suggestive topics for class discussion: 

1. In what ways can business institu- 
tions and individuals in your community 
improve standards of honesty. 

2. What means for the improvement 
of chastity among the people of your 
community could be instituted, 

3. In what ways can Latter-day Saints 
gain in knowledge. 


General Board Cmnmittee: Albert E. Bowen, Chairman; David A. Smith, Vice Choiirman; 

Henry H. Rolapp and Chctrles H. Hixrt 


First Sunday, November 1, 1931 

Uniform Lesson. Subject: "Character 
Development Through the Observance of 
Fast Days." (See Superintendents' De- 
partment for outline.) 

Second Sunday, November 8, 1931 

Lesson 34. Faith. 

Text: Sunday School Lesson No. 34. 
References: Widtsoe's "Joseph Smith 
as a Scientist," chapter 9. Talmage's 
"Articles of Faith," chapter 5. Alma, 
chapter 32. See "Faith" in Book of 
Mormon Index and in that of the Doc- 
trine and Covenants. 

Objective: To show what faith is, how 
it may be acquired and its inestimable 

Suggested Outline. 

I. Discuss your own personal under- 
standing of faith. 
II. Give your view of the difference 
between faith and belief. 
III. Consider the course which must be 
followed in order to acquire faith. 

IV, Consider the stability of a faith that 

is based on signs or miracles. 
V. What is your opinion of a faith that 
rests_ solely upon answer to prayer. 
VI. Consider the results which follow a 
sincere and humble faith. 
Lesson Enrichment: 
"Science asks us to believe in the ex- 
istence of particles, unknowable to our 
sense, the molecules, then to believe in 
still smaller particles, the atoms, which 
make up the molecules, but whose rela- 
tive weights and general properties have 
been determined, and again the electrons 
of fairly well known properties that make 
up the atoms. Here, a faith is required 
in "things that can not be seen," and in 
the properties of these things. True, the 
scientist does not pretend to describe the 
molecules, atoms, or electrons in detail; 
he does not need to do that to establish 
the certainty of their existence. He looks 
upon them as causes of effects that he 
may note with his physical senses. Does 
theology require more? Does any sane 
man in asking to believe in God, for 
instance, attempt to describe him in de- 

"The Scientist goes farther than this, 
however, for he asks us not only to have 



Sept., ip^i 

faith in the existence, for instance, of the 
invisible, untastable, imfeelable atoms, but 
also in the exact manner in which these 
atoms are arranged within the molecule. 
True, it is claimed only, that the relative 
arrangement is known, yet the faith re- 
quired still leads us far beyond the simple 
faith in atoms. Has any man asked us to 
believe that he can describe the structure, 
of God's dwelling? No principle taught 
by Joseph Smith requires a larger faith, 
makes a larger demand on faith, than does 
any of the established sciences." Dr. 
Widtsoe's "Joseph Smith as a Scientist." 
pp. 69, 70. 

Third Sunday, November 15, 1931 

Lesson 35. Repentance. 

Text: Sunday School Lesson No. 35. 
References: Dr. Talmage's "Articles of 
Faith," pp. 107-114. Dr. Widtsoe's "Joseph 
Smith as a Scientist," chapter 10. Roberts 
"The Gospel," pp. 146-164. See "Repent- 
ance,' in Index to Book of Mormon, Doc- 
trine & Covenants and Pearl of Great 
Price, also in Concordance to Bible. 

Objective: To show as far as possible 
the importance of tljis saving principle 
and its far reaching power. 
Suggested Outlines: 
I. Consider the meaning of real re- 
II. Why should the missionary view a 
call to fill a mission as a privilege 
granted rather than as a duty im- 

III. Discuss the Spirit the Missionary 
should have while preaching repen- 

IV. Consider the importance of repent- 
ing today instead of procrastinating. 

V. Compare the mental suffering which 
repentance brings with the punish- 
ment which is promised the unre- 
pentant sinner. 

Lesson Enrichment: 

"To repent is first to turn from old 
practices. Thus, he who violates any of 
God's laws renders himself Hable to cer- 
tain punishment, but, if he repents, and 
sins no more, the punishments are avert- 
ed. Naturally such a change of heart and 
action can come only after faith has been 
established. No man will change a habit 
without satisfactory reason. In fact, all 
the actions of men should be guided by 
reason. Repentance, then, is a kind of 
obedience or active faith and is great in 
proportion to the degree of faith pos- 
sessed by the individual. Certainly, the 
repentance of no man can transcend his 
faith, which includes his knowledge. 

"To repent is more than to turn from 
incorrect practices. It implies also the 

adoption of new habits. The man who 
has turned from his sins, may learn of a 
law, which he has never violated, yet 
which, if obeyed, means progress for him. 
if he does not follow such a law, but_ re- 
mains neutral in its presence, he certainly 
is a sinner. To repent from such sin, is to 
obey each higher law as it appears. In the 
spiritual Hfe, it is impossible for the per- 
son who desires the greatest joy to remain 
passive in the presence of new principles. 
He must embrace them; live them; make 
them his own." "Joseph Smith as a Scien- 
tist," by Dr. Widtsoe, pp. 72, 73. 

Fourth Sunday, November 22, 1931 
Lesson 36. Baptism. 

Text: Sunday School Lesson, No. 36. 

References: Dr. Talmage's "Articles of 
Faith," pp. 120-142. Dr. Widtsoe's "Joseph 
Smith as a Scientist," chapter 11. Roberts' 
"The Gospel," pp. 175-207. See "Baptism" 
in Index to Book of Mormon and Doc. 
and Cov., and in the Bible Concordance; 
M. I. A. Manual, 1901-2, pp. 103-118; 
History of the Church Vol. I, Chapter 5. 

Objectives: (1) To show that the 
ordinance of baptism is one of the laws 
of the kingdom of God, emphasized by all 
the scriptures which have ever come to 
us; (2) To direct the missionary's atten- 
tion to the scriptural and other reasons 
for teaching its importance and the man- 
ner in which it should be performed. 
Suggested Outline: 

I. Discuss the purpose of baptism. 
II. Consider the question as to when 
baptism was first instituted. 

III. Consider the plainness with which 
the prophets of the Book of Mor- 
mon taught the necessity of bap- 

IV. Consider the unity of our four 
books of scripture, the standard 
works of the Church, on this sub- 

V. Consider the question: Who are 
entitled to baptism? 
VI. Discuss the consistency of our be- 
Hef that a child is accountable 
when eight years of age. 
VII. Discuss the mode of baptism. 
VIII. Discuss our belief in baptism for 
the dead. 
Lesson Enrichment: 
"Here it may be a proper time to call 
attention to the fact that many seek to 
make nice distinctions between the bap- 
tism of John and what they call Christian 
baptism; that is, baptism in the name of 
Jesus, after the death and resurrection of 
Messiah, by which members were admit- 
ted into the Kingdom of Christ. The con- 
troversy on this subject became particu- 

Stpt.. 1931 



larly sharp in the sixteenth centHary. 
Zwingle and Calvin, on the one hand, 
maintained that the two baptisms were 
identical, and for the same purpose, only 
that John baptized in the name of the 
future Messiah, while the apostle baptiz- 
ed in the name of the Messiah already 
come; on the other hand, Luther, Melanc- 
thon and the Catholics maintained there 
was an essential difference. The latter 
adopted the views of TertulHan, who 
lived about the close of the second cen- 
tury and the beginning- of the third. To 
the baptism of John, Tertullian ascribed 
the negative character of repentance, and 
to Christian baptism the positive impart- 
ation of a new life. This distinction, it 
is maintained, arises from the words of 
John himself, viz: T indeed baptize yon 
with water unto repentance but he that 
Cometh after me is mightier than I, *** 
he shall baptize you with the Holy Ghost 
and with fire.' But this reason for any 
such distinction as that sought to be 
made is worthless when it is remembered 
that while Jesus did baptize with the 
Holy Ghost, and commissioned others to 
do so, still the baptism did not supplant 
water baptism for the remission of sins. 
It was simply an additional principle and 
ordinance to the doctrines taught by 
John; and Jesus continued to authorize 
water baptism before his crucifixion, and 
commissioned his apostles to continue it 
after he departed from them." Roberts' 
"The Gospel," pp. 187. 188. 

Lesson Enrichment: 

"Students of science, who agree that 
faith and repentance have a place in sci- 
ence, frequently assert that the equiva- 
lent of baptism is not found in external 
nature. This claim may be proved false 
by examining the nature of law. 

"The chemist must frequently produce 
the gas hydrogen. To do it, an acid must 
be poured upon fragments of certain met- 
als. In thus producing the gas, the chem- 
ist obeys law. The astronomer who 
studies the stars discovers that by using a 
piece of glass properly ground, his powers 
of vision appear to be strengthened. He 
therefore prepares such lenses for his tele- 
scopes, and thus obeys law. The surgeon 
uses antiseptics in the treatment of 
wounds because he has learned that such 
application will destroy germ life, and 
thus the surgeon obeys law. The electri- 
cian has found that by winding a wire in 
a certain manner around iron and rotating 
it near a magnet, electric currents are se^ 
up. He builds dynamos according to 
such principles and thus shows his obedi- 
ence to law. 

"It must be noted that the scientist does 
not know just why acid added to metal 

produces hydrogen, or why a certain 
curved lens brings the stars nearer or 
why certain chemicals destroy low forms 
of life or why wire wound in a certain 
way when rotated in the magnetic field 
will produce electricity. Nature requires, 
without volunteering an explanation, that 
to produce hydrogen, see the stars, de- 
stroy germs and produce the electric cur- 
rent, certain invariable laws must be 

"Baptism is essentially of the same na- 
ture. To enter the kingdom of God a per- 
son must be baptized. Just why baptism 
should be the ordinance that opens the 
door may not be fully known. It un- 
doubtedly has high symbolic value, that 
the symbolism might be expressed in 
many other ways. All that man can do is 
to obey.' "Joseph Smith as a Scientist," 
by Dr. Widtsoe, pp. 75, 76. 

Fifth Sunday, November 29, 1931 
Lesson 37. The Holy Ghost. 

Text: Sunday School Lesson, No. 37. 
Reference: Roberts' Gospel, pp. 215- 
245. Widtsoe's "Joseph Smith as a Scien- 
tist," Chapter 12. Talmage's "Articles of 
Faith," pp. 156-166. See "Holy Ghost" in 
Index to Book of Mormon and in the 
Doctrine and Covenants. M. I. A. Manual 
for 1901-2, pp. 120-128. 

Objective: To give to the missionary 
an understanding of what the Holy Ghost 
is and its definite mission among man- 

Suggested Outline: 
I, Discuss the condition upon which 

the Holy Ghost is received. 
11. Consider the personality of the 
Holy Ghost. 

III. Discuss its particular mission. 

IV. Consider the tangible evidence of 
the actual presence of the Holy 
Ghost among this people. 

V. Consider the question: Who is en- 
titled to receive the Holy Ghost? 
VI. Discuss the method by which the 
Holy Ghost is conferred upon the 
converted and baptized person. 
VII. Consider the statement in the Doc- 
trine and Covenants that the 
Holy Ghost may not remain with 
those who receive it. 
VIII. Consider the gifts which result 
from the possession of the Holy 
Lesson Enrichment: 
"If the equivalents of faith, repentance 
and baptism are irrevocable laws for the 
individual who studies science, the ques- 
tion arises, is there also, a scientific equiv- 
alent for the gift of the Holy Ghost? 
Even a superficial view of the matter will 
reveal such an equivalent. To use again 



Sept., 1931 

the illustrations employed in the preced- 
inpf chapter, if the chemist has obeyed 
natural law in producing hydrogen, that 
is, has been baptized into the kingdom of 
hydrogen, he may by the proper use and 
study of the gas obtained, add much to 
his knowledge. He may learn that it 
is extremely light; that it forms an ex- 
plosive mixture with air; that it will de- 
stroy many vegetable colors and will 
burn with an almost invisible flame. 
Thus, the possession of the gas enlarges 
the knowledge and develops the intelli- 
gence of the scientist. Is not this an- 
other form of the gift of the Holy Ghost? 

"The man who is baptized into the 
kingdom of heavenly bodies by grinding 
the lenses right, is enabled to learn many 
new facts concerning the nature and mo- 
tions of celestial bodies, and thus receives 
intelligence. He who obediently winds 
the wire correctly around the iron core, 
may generate a current of electricity with 
which mighty works may be accomplish- 
ed. Do not these men, as their intelli- 
gences are expanded, receive a gift of 
the Holy Ghost as a reward for their 
obedience to the demands of nature? 

"It would be possible to carry the com- 
parisons into every scientific action with- 

out strengthening the argument. In sci- 
ence, if a person has faith, is repentant 
and is baptized, that is obeys, he will re- 
ceive added intelligence, which is the 
equivalent of the gift of the Holy Ghost 
as taught in theology. The four funda- 
mental laws for the guidance of the indi- 
vidual are identical in 'Mormon' theology, 
and in modern science." Dr. Widtsoe's 
"Joseph Smith as a Scientist," pp. 80, 81. 
"The baptism of the Spirit is the crown- 
ing act of admission into the Church — the 
last of the four great introductory princi- 
ples of the Gospel. Hence the necessity 
that this and the preliminary steps shall 
be well taken. It appears self-evident that 
faith must precede this baptism. Faith 
necessarily includes a belief in the Holy 
Ghost and his power and blessings. And 
before one can receive and enjoy the 
Spirit, he must obtain some knowledge of 
his gifts and blessings, and develop a 
faith in him. Besides, no one would take 
the necessary steps to obtain the baptism 
of the Holy Ghost, if he had not previ- 
iously obtained a strong faith and desire 
in this direction. This is a necessary part 
of the preparation of the mind for the re- 
ception of the Holy Ghost." Y. M. M, I. 
A. Manual for 1901-1902, p. 120. 

Superintendent, E:idei:« G. A. Matson; First Assistant, Elder Lyman Schenk; 
Second Assstant, EJlder A. Lavell Sinltli; Secretary, lionise Verlieek; Organist, 
Evelyn Henrickson; Cliorister, Neal Fislier; Gosi»el Doctrine, J. S. Ferrell; New and 
Old Testament, Blaine Bachman; Book of Mormon, Nana Colej Cliurteli History, 
Mabel Sehenk; Primary, Stella Peterjson; Kindergarten, Fay Griffin, Jane Bnllock; 
"Vi'elconier, Horace Cole. 

Branck Presidency, E^Ider^ J, Harry Peterson, Blaine Bachman, Otto Roundy; 
Neal Flsker. Cl^rk, 



General B'ontd Committee: Milton Bennion, Chairmcm ; T. Albert Hooper, Vice Ckaimian 

Division C— Ages 18, 19 and 20. 

First Sunday, November 1, 1931 

Uniform Lesson. Subject: "Character 
Development Through the Observance of 
Fast Days." (See Superintendents' De- 
partment for Outline.) 

Second Sunday, November 8, 1931 

Lesson 33. Property As a Means to 
Spiritual Ends 

Text: The Teachings of Christ Ap- 
plied. Sunday School Lesson No. 33. 

Objective: To teach the utility of prop- 
erty as a means of salvation and its sub- 
ordination to spiritual ends. 

Supplementary Materials: Bennion, 
Milton, "Moral Teachings of the New 
Testament, Chap. XXV; Bennion, Milton, 
"Citizenship, An Introduction to Social 
Ethics," Chaps. XV-XVIII; Kent C. F., 
"The Work and Teachings of the Apos- 
tles," pages 34-45; Kent, C. P., "The Life 
and Teachings of Jesus," pages 167-176. 

Suggestions on Preparation and Pres- 
entation: This may be a difficult lesson 
to teach satisfactorily. The teachings oi 
the New Testament are plain and em- 
emphatic in subordinating private prop- 
erty to public good. This is true also of 
the fundamental teachings of the restored 
Church. Yet there is much prejudice, 
even among Church members, against any 
suggestion of community sharing in the 
use of property on anything like a basis 
of equality, or in proportion to need. 
Yet that each should serve in proportion 
to his ability and that each should re- 
ceive in proportion to his need seems to 
be a well established theory in both re- 
ligion and ethics, as is also the principle 
that each should have eq^al opportunity 
to share in the use of the resources of the 
earth, which God has provided for the use 
of man. In the light of these principles 
emphasis should be placed upon the ob- 
ligation of each individual to produce 
values and to utilize these values for the 
good of their fellowmen, rather than for 
their own personal gratification. 

Suggestive Lesson Outline: 

I. How Property is Created. 

a. By possession of natural re- 
sources it is an assumption of 
democracy that all people have 
equal right to use of these re- 

b. By possession of social values, 
values created by society; e. g.. 

the value of building sites in the 

business district of a city. 

c. By possession of the products of 


II. Property Rights are Guaranteed by 

Legislation and in part, created by 

law at Least as to their Form; e. g., 

the right of private property in land. 

III. What Religious Obligations go with 
Private Ownership of Property? 

a. The obligation to avoid waste or 
improper use. 

b. The obligation to put to wise and 
economical use, in harmony with 
the best common good. 
Private ownership should be re- 
garded as a stewardship; the own- 
er to be responsible to God and 
his fellowmen for the use he 
makes of that entrusted to him. 
This is in agreement with the 

. teachings of the New Testament. 

IV. The Evils Resulting From Negl-'ct 
of Religious Obligations with Re- 
spect to Property. 

a. Most of the evils of poverty, un- 
employment, and inadequate op- 
portunities for developing the 
capacities of all young people. 

b. Development of selfishness, pride, 
and inordinate ambition on the 
part of the rich who neglect their 
religious obligations. 

"The love of money is the root of 
all evil." It is certainly the root 
of many evils. 

Third Sunday, November 15, 1931 

Lesson 34. The Justice of God. 

Text: "The Teachings of Christ Ap- 
plied,' Sunday School Lesson No. 34. 

Objective: To lead the class members 
to recognize the justice'of God and to see 
how it is possible for them to turn this 
justice to good accoimt in their own lives. 

Supplementary Materials: Bennion, 
Milton: Moral Teachings of the New 
Testament, Chap. XXVII; Citizenship. 
Chap. XIX. Kent, C. F.: The Life and 
Teachings of Jesus, pages 2021-216; 'The 
Work and Teachings of the Apostles, 
pages 277-287. 

Suggestions on Preparation and Pres- 
entation: The thing to be emphasized, 
elaborated, and illustrated in this lesson 
is the principle that "whatsoever a man 
soweth that shall he also reap." The 
term man here of course, includes woman 
and bovs and girls. Appeal should be 
made to the ipiagination to foresee eonse- 



Sept., mi 

quences to self and to others of various 
types of conduct, and to utilize vivid pic- 
tures of these possible consequences to 
induce choice of right conduct and avoid- 
ance of wrong. In this connection regard 
for the welfare of others should be on a 
par with regard for one's own welfare. 
This is essential to the moral life. 

These principles can best be made clear 
and irnpressive by abundant concrete il- 
lustrations from the observations of both 
the teacher and the class members. In 
making the assignment the teacher should 
ask class members to bring illustrations 
from their own experiences and from bi- 
ography and literature, including the 
Bible and other scripture. 

Suggestive Lesson Outline: 

I. The Nature of Justice: 

a. Return of equivalents, "An eye 
for an eye, a tooth for a tooth." 

b. Receiving the natural conse- 
quences of one's actions, whether 
good or evil. 

c. Returning to humanity all the 
good one can do in return for the 
benefits received. 

II. The Nature of the Justice of God. 

a. The unrepentant sinner will re- 
ceive the natural consequences of 
his wrong doing, not merely the 
physical consequences, but the 
spiritual also — spiritual degener- 
acy and ultimate misery, 

b. God's justice is tempered with 
mercy by which the one who turns 
from sin to righteous living may 
attain spiritual salvation and ulti- 
mately lasting happiness. This is 
in no wise license to sin. Sin in 
any case brings misery and is a 
block in the way of progress. 

III. Concrete examples of the conse- 
quences of sin, on the one hand; and 
the consequences of right living, on 
the other. 

Fourth Simday, November 22, 1931 

Lesson 35, The State as an Agent of 

Text: "The Teachings of Christ Ap- 
plied, Sunday School Lesson No. 35. 
^ Objective: To show that administra- 
tion of justice is the true function of the 
state, and that each individual is under 
moral, and religious obligation to be loyal 
to the state. 

Supplementary Materials: Bennion, 
Milton: Moral Teachings of the New 
Testament, Chap. XXVtl: Citizenship, 
C. F.: The Life and Teachings of Jesus, 
pages 188-202; The Work and Teachings 
of the Apostles, pages 190-200. 

Suggestions on Preparation and Pres- 
pntation: F^tt §ubjects ^^ at thjs time 

in greater need of thoughtful consideration 
than that of loyalty to the state, and, in 
this connection, the moral significance of 
the state as an institution. Separation of 
church and state does not mean that the 
church should not be an active, loyal sup- 
porter of the state; and the state a pro- 
tector of the church. The reverse is true. 
Likewise separation of religion and poli- 
tics does not mean that a citizen is not re- 
ligiously obligated to serve the state and 
to uphold standards of righteousness in 
the state. Again the reverse is true. 

"Righteousness exalteth a nation; but 
sin is a reproach to any people" (Pro- 
verbs 14, 34). This is true of every state, 
as can well be illustrated by examples 
from history. Have class members give 
such illustrations, and lead them to feel 
their own personal and social responsi- 
bilities for the good or bad behavior of 
their own government in all of its 

Have them list the benefits, direct and 
indirect, they individually have received 
from the state or any of its subdivisions. 
Suggestive Lesson Outline: 
I. The Nature of Civil Government. 
a. The organization by which the 
state creates and administers laws 
and public policies for the benefit 
of its citizens, present and future 
and with due regard to the gen- 
eral welfare of mankind. 
II. The Major Functions of the State. 

a. To protect its citizens and other 
persons residing within its do- 

b. To secure to each citizen his 
rights and privileges. 

c. To promote the general welfare, 
including the economic, cultural 
and spiritual well being of its 

d. To maintain, in so far as possible, 
relations of friendship and justice 
with all other states. 

TIL The Obligation to be Loyal to the 

The proper functioning of the state, 
as indicated under 11. is essential 
to thp safety and the well being of 
all of its citizens; but the state can- 
not thus function if its citizens are 

IV. What Constitutes Disloyalty. 

a. Disobeying or defying the laws. 

b. Promoting any kind of injustice. 

c. Giving aid or comfort to the 
enemies of the state, whether 
within or without its jurisdiction. 

Fifth Sunday, November 29, 1931 
Open Sunday. To permit .class to 
catch up with lessons omitted on ac- 
count of quarterly conference, or iox 
other causes, 


General Board Committee: Robert L. Judct, Chairman; Elbert D. Thomas, Vice Chairman; 

Mark Austin 


Ages 15, 16 and 17. 

First Sunday, November 1, 1931 

Uniform Lesson. Subject: Character 
Development Throug^h the Observance of 
Fast Days." (See Superintendents' De- 
partment for outline.) 

Second Sunday, November 8, 1931 

Lesson 32. The Kingdom of Israel. 

Text: Sunday School Lesson, No. 32. 
References: First and second Kings. 
(See also Instructor notes for Lesson 
Number 27, Sept. 13, 1931. 

Objective: First, Historical objective: 
To show that the Hebrew nation brought 
about its own downfall as a resuh of bad 
government; Second, Moral objective: 
To show that both men and nations ex- 
pose themselves to effects of folly and 
error by spurning the guidance of in- 
spired prophets. (In despotic govern- 
ment the morals of the ruler are generally 
reflected in the people.) 

Suggestive lesson arrangement: 
I. The territory of the kingdom. 

(Note: The territory of the 
kingdom of Israel was not extensive. 
It was only about one eighth the size 
of Utah. The capital of the king- 
dom was first established at 
Shechem. (I Kings 12:25) and later 
at Samaria. (I Kings 16:24). While 
Israel's territory was not large it was 
nevertheless significantly geograph- 
ically located. Its position in respect 
to Assyria and Phoenicia is import- 
II. The people of the kingdom. 

(Note: After the division of Is- 
rael proper the ten northern tribes 
retained the name of "Israel" while 
the two southern tribes took the 
name of Judah. 
III. The kingdom in history. 

(Note: This is a story of a people 
losing its nationality, its right to in- 
dependence and its national oult. 
History seems to furnish ns with a 
fundamental law of politics — that 
whenever a people proves itself in- 
capable of governing itself it loses 
its national entity. From a religigug 

standpoint this part of Hebrew his- 
tory illustrates well the statement 
made in former lessons that the chil- 
dren of Israel remained the chosen 
people only so long as they chose to 
be the chosen people. Israel's dates 
may be said to have been from 953 
to 722 B. C. During these two and a 
quarter centuries the kingdom was 
ruled by 19 kings, representing five 
ruling houses, each of which ended 
with murder. Time and time again 
anarchy reigned. The first king, 
Jeroboam, introduced idolatry by 
setting up golden calves at Bethel 
and Dan. (I Kings 12:26-33) The 
worship of Jehovah was not entirely 
abandoned and throughout the pe- 
riod the prophets were calling the 
people and the rulers to repentance. 
Lesson enrichment: 
Suggestions on Preparation and Pres- 
entation. The charts made for use with 
lesson 27, on the period of the kings 
will prove helpful now in conducting a 
review before selecting certain kings of 
Israel for intensive study. It is assumed 
that the significance of Israel's geo- 
graphical position with relation to 
Phoenicia and Assyria has been made 
clear, and the nature of her extensive 
border has been pointed out. 

This would afford a good opportunity 
also for a sweeping review of the origin 
and development of the Ten Tribes em- 
braced within the Kingdom of Israel. 
Who was the common ancestor of these 
tribesmen? Have the tribes named. After 
whom were they named? Trace briefly 
the general history of the tribes, noting 
that they preserved their tribal identity 
from the time of Jacob, through the so- 
journ in Egypt, bondage, the plagues, the 
Exodus, the conquest of Canaan, the 
period of the Judges and the Kings. 

Note with what violence the Kings of 
Israel held their thrones. Bring out clearly 
what disturbing elements were always at 
work and why murder and assassination 
were so common. The wilfulness and 
disobedience of the kings toward the 
prophets of God spread a spirit of unrest 
and disorder throughout the kingdom and 
produced a condition of anarchy which 
left the kingdom helpless before its pow- 
erful foreign foes. 

If the reign of Ahab has not been 
studied closely already, this lesson affords 



Sept., 1931 

good opportunity. If time will permit, the 
reign of Jehu and Jeroboam II can be 
studied with profit. 

By all means emphasize the part the 
prophets had to play in the history. Note 
the influence of Elijah and EHsha, Amos, 
Hosea and Isaiah. The most profound 
and beautiful phases of Israel's history 
grow out of the dramatic missions of the 
prophets. The power and majesty of that 
man of God, Elijah, as it is emphasized 
by being set against the background of 
wickedness during Ahab's reign cannot 
help but have a stirring effect upon your 

The simple, forceful appeal for social 
righteousness and justice which Amos 
made will hold the interest of your class^ 
if its full possibilities are developed. 

Hosea, whose vivid portrayal of the 
redemptive power of love hints at the 
coming of Israel's Redeemer, will win the 
hearts of your pupils. 

The contrasts of humility, justice, obe- 
dience, and righteousness exemplified in 
the prophets of Israel, with the wilfulness, 
wickedness, cowardice and folly of the 
kings should be brought out. 

Third Sunday, November IS, 1931 

Lesson 33. Elijah and Elisha. 

Text: Sunday School .Lesson, No. 33. 

Reference: I Kings 17, 18, 19; II Kings 
1, 2, 4. 5, 6, 7, and 9. 

Objective: Historical objective — Na- 
tions do not become completely conquer- 
ed from without until they begin to crum- 
ble from within. Moral Objective— The 
wicked fall by their own wickedness. 

Suggestive lesson arrangement: 

I. King Ahab. 

1. The practice of idolatry. (I Kings 
12:25-33 and II Chronicles 12:13- 

2. Ahab's marriage. (I Kings 16: 

Jezebel's power. (I Kings 18:13 
and Chapter 19.) 

3. Naboth's vineyard. (I Kings 21.) 
II. Elijah and Ahab. (I Kings 21:17-19.) 

III. Elijah and the chariot. 

IV. Elisha (II Kings Chapters 2 to 14.) 

1. Elijah and Elisha. 
The mantle. 

2, Elisha and 

a. The widow's oil. 

b. The Shunamite woman. 

c. The axe. 

d. The pottage. 
Lesson enrichment. 

These two characters can be studied 
with good effect by considering their 
contrasts and likenesses. Both had an 

intense love for Jehovah, Both were 
profoundly moved to use their power 
for the blessing and benefit of the people 
of Israel. Both diligently preached the 
power of Jehovah, 

Elijah was a rugged, forceful, stern 
and courageous character. Elisha ad- 
mired Elijah with all his heart and had 
no desire so strong as the desire to con- 
tinue Elijah's work. Elisha and Elijah 
performed miracles, displaying Jehovah's 

Elijah's conflict with Ahab and the 
contest with the priests of Baal reveal 
the prophet's character vividly. 

EHsha has been called the "Wonder 
Worker," because of the numerous mir- 
acles he performed, notably: the healing 
of Naaman, the Widow's Oil, the Shuna- 
mite Woman, and the making of the ax 
head to float. 

"The first prophet of Israel on a grand 
scale was Elijah, one of the most titanic 
personages in all the Old Testament. 
One has at once the impression that with 
him a new epoch begins, a crisis in the 
religious history of Israel. The account 
given of Elijah, it is true, is adorned with 
much that is legendary; but the fact that 
tradition has sketched his image with so 
much that is stupendous and superhuman, 
and that such a garland of legends could 
be woven around him, is the clearest 
proof of his greatness which makes him 
tower above all his predecessors and con- 
temporaries. Where smoke is, there fire 
must be, and where much smoke is, there 
the fire must be great. Let us try to 
sketch out a picture of Elijah * ♦ * * 
It was a trying time. In the year 876 an 
Assyrian army had penetrated for the 
first time as far as Lebanon and the Medi- 
terranean Sea, and had laid Israel under 
contribution. In addition Israel had just 
had an unlucky struggle with the neigh- 
boring kingdom of Damascus, its heredi- 
tary foe. In this conjuncture, king Ahab 
assumed the reins of power." (Cornill's 
"The Prophets of Israel," page 29.) 

Fourth Sunday, November 22, 1931 

Lesson 34, The Ten Tribes. 

Text: Sunday School Lesson No. 34. 

Reference: II Kings Chapters 14, 15, 
16, and 17. 

Objective; Thoughts concerning the 
captivity of Israel each of which may 
form an objective for this lesson, 
(a) Israel was taken captive and lost 
among the nations that the knowledge of 
Jehovah might be carried to the four cor- 
ners of the earth. (b) Nations which 
cannot pfeserv? their national ideals de^ 

Sept., 1931 



serve to lose their identity. (c) The 
prophets had told and retold Israel of her 
ruin if she failed to remain true to her 
God — there is fulfillment of prophecy in 
the captivity. 

Suggestive lesson arrangement: 
I. Prophecy concerning the captivity. 
(See I Kings 14:1-17.) 
II. The condition of Israel before and 
at the time of the captivities. (See 
II Kings 15:18-20.) 

III. The first captivity. (See II Kings 

IV, The second captivity. (See II Kings 

V. Theories concerning the "Lost 
Tribes" as a result of the captivities. 

1. That they have been taken to an 
unknown place and in due time 
will be found or will come forth. 

2. That they are mixed with the 
people of the north having lost 
their identity through having be- 
come assimilated— "Lost" in the 
sense of being mixed or assim- 

3. A combination of the two above 
theories-— that the tribes were gen- 
erally mixed with the people with 
whom they came in contact but 
that a "Remnant" has been pre- 
served by_ isolation and will some 
day be discovered. 

_ (Note: All three theories are specula- 
tive. A difference of opinion on specula- 
tive matters should never be allowed to 
destroy the harmony of your class.) 

Lesson enrichment: 

Suggestions on Preparation and Pres- 
entation:. Please note that this lesson has 
two parts. The first is a brief considera- 
tion of the fate of the northern kingdom, 
Israel, especially of t^ie causes of that fate 
and the purpose of it. 

Israel had wilfully spurned Jehovah's 
aid and set out with head-strong deter- 
mination to make her own way into a po- 
sition of greatness among the nations by 
her own methods, in satisfaction of hu- 
man pride. 

Jehovah was long suffering and merci- 
ful, but when Israel would not repent of 
her wickedness and wilfulness, he per- 
mitted the natural course of events to 
swallow her up in oblivion and caused 
her to be lost to the knowledge of men. 

Presumably Israel is being purged and 
her dross being consumed (by methods 
concealed from man and known only to 
the Lord) preparatory to the return of 
the purified "remnant" of which Isaiah 

The futility of speculation about the 
present whereabouts, condition and the 
time of return of the "Lost Tribes" 

should be so clear as to convince the 
teacher and the class that time cannot be 
spent profitably in consideration of these 

Time can be most profitably spent in 
the second part of the lesson finding and 
discussing the Old Testament and oth«- 
evidences which tend to establish faith in 
the fulfilment of the prophecies respect- 
ing the gathering of Israel and the restor- 
ation of the Ten Tribes. This search for 
evidence constitutes a review of the past 
study of the course for the purpose of 
assembling as many reasons as possible 
for the belief that the promise given to 
Abraham is yet to be completely fulfilled, 
in spite of the contributions of Israel to 
the religious thought of the world, which 
it should be noted were made chiefly by 
the prophets and not by the people. 

In a greater sense than ever conceived 
by ancient Israel, she is to bless the 
world by preparing it for His second 

Did the prophets' visions of Israel's 
spiritual greatness ever even approach ful- 
filment in Old Testament times? 

Dr. Talmage's "Articles of Faith." 
chapters 17 and 18 will give the teacher a 
good command of the facts and doctrine. 

Use_ the chart in the pupil's "Lesson" 
and fill out the details necessary to fix 
vivid mileposts in the history. 

Observe constantly the objective and 
bring it into the lesson indirectly by illus- 
tration and application. 

Fifth Sunday, November 29, 1931 

Lesson 35. The Kingdom of Judah. 

Text: Sunday School Lesson, No. 35. 

References; II Kings Chapters 14, 15, 
20, 21, 25; II Chronicles tChapters 22, 23, 
24, 25, 26. (Note: See also information 
found in Lesson Number 27 for Septem- 
ber 27, 1931.) 

Objective: "Say unto them, as I live, 
saith the Lord God, I have no pleasure in 
the death of the wicked; but that the 
wicked turn from his way and live: turn 
ye, turn ye from your evil ways; for why 
will ye die, O house of Israel?" (Ezekiel 

"Moreover all these curses shall come 
upon thee, and shall pursue thee, and 
overtake thee, till thou be destroyed; be- 
cause thou hearkenedst not unto the voice 
of the Lord thy God, to keep his com- 
mandments and his statutes which he 
commanded thee." (Deuteronomy 28:45.) 

Suggestive Lesson Arrangement: 

L The People in the Kingdom of 

Ji^dah._ (See T Kings lg;|| and IT 

Chronicles 12:21.) 



Sept., i93i 

II. The Territory of the Kingdom. 
(Note: The Kingdom of Judah was 
very small. It consisted merely of 
that land which was given to Judah 
and part of that allowed to Benjamin. 
It contained about 3500 square miles 
or about one twenty-fourth the size 
of the state of Utah. 

III. The History of the Kingdom. (Note: 
The Kingdom of Judah lasted about 
350 years (953 to 586 B. C.) That is, 
it survived the Kingdom of Israel 
by 130 years. The reasons for this 
were; (a) the Kingdom of Judah 
was a much smaller territory; (b) it 
was situated further to the south and 
centered at Jerusalem, a stronghold 
in the mountains; (c) the people 
were more of a unit — only" two 
tribes; (d) the Temple and its 
Priesthood kept it more of a unit 
religiously although throughout its 
history there is a contest between the 
followers and supporters of Jehovah 
and the worshipers of idols; (e) 
while wickednes existed both among 
the people and the kings the rulers 
of Judah were less wicked than the 
kings of Israel. 

There were, in all, 20 rulers of 
Judah. There were 19 kings, all of 
the house of Judah. It is interesting 
to note that Judah had one woman 
ruler, Athaliah, the daughter of Ahab 
and Jeaebel of the Kingdom of 
Israel ") 

IV. The Three Captivities. (All Baby- 

1. Under King Jehoiakim, 605 B. C. 
(See II Kings 23:31-37.) 

2. Under King Jehoiachin, 597 B. C. 
(See II Kings 25:8-16.) 

3. Under King Zedekiah, 586 B. C. 
(See II Kings 24:17-25.) 
V. Judah's Two Great Kings. 

1. Hezekiah. (See II Kings 18:1-20 
and 20:1-12; II Chronicles Chap- 
ters 29 and 30.) 

2. Josiah. (See II Kings Chapters 
23 and 24.) 

Lesson Enrichment: 

Consideration of the matter presented 
in the students' Lesson Number 35 sup- 
ports the theory, which may be taken as 
a lesson objective, that righteousness pre- 
serves men and nations. 

Other illustrations of this truth should 
be assembled from secular history, both 
ancient and modern. The Book of Mor- 
mon is filled with examples. 

As applied to man the truth can be 
copiously illustrated. Heroes of all time 
have by their lives proclaimed it. 

"My strength is as the strength of ten, 
Because my heart is pure." 
was exemplified in the career of David 
as it has been and is in the lives of every 
man either affirmatively or negatively. 

As the facts of this lesson are developed 
the inquiry as to the periods of strength 
and weakness of the Kingdom, and the 
reasons therefor can be constantly pro- 
jected without ever directly asserting the 
objective but nevertheless, each time em- 
phasizing its soundness. 

For the purpose of giving the class 
something to tie the new facts of this les- 
son to, it is suggested that a chart be 
made upon which can be shown with 
which kings of Israel the kings of Judah 
were contemporary. 

The relationship of the events of this 
lesson to the Book of Mormon should be 
made clear. 

Let Us Plant Trees 

By Grace Ingles Frost 

Let us plant trees, 

That Pan be ever heartened 

To pipe for youth, 

A song among their leaves; 

Let us plant trees 

For memories; 

For those who follow after; 

Trees for shelter, 

Trees for fruitful sheaves. 

Let us plant trees. 

That when shall come each springtime, 

The feathered folk may claim 

A nesting home: 

Let us plant trees. 

Lest by mischance we barter 

Beautv for a bier 

And must atone. 

Let us plant trees. 

Where tired homing pinions 

May find a haven 

For their weariness; 

Let us plant trees — 

Trees whose brave strong branches 

Shall spread their arms 

Above man's head to bless! 

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General Board Committee: Alfred C. Rees, Chairman; James L. Barker, Vice Chairman; 

land Horace H, Cummings 


Ages 12, 13 and 14 

First Sunday, November 1, 1931 

Uniform Lesson. Subject: ''Charac- 
ter Development Through the Observ- 
ance of Fast Days." (See Superinten- 
dent's Department for Outline.) 

Second Sunday, November 8, 1931 

Lesson 33 The Savior Among the Ne- 

Text: III Nephi, Chapters 20-28; Sun- 
day School Lessons, No. 33. 

Objective: To teach that the Lord ex- 
pects His people to keep written records. 

To Teachers: You may not agree that 
the objective suggested is the most im- 
portant for today's lesson. While it is 
true that the text offers a number of ex- 
cellent objectives it is seldom that any of 
our lessons deal with the records of the 
Church. That is why this objective was 

The Nephites had no contact with oth- 
er people. They were dependent upon 
their own records for their authority on 
religious questions. That is why the Sav- 
ior wished them to write what certain pro- 
phets had said concerning the work in 
which the Nephites were interested. No 
one beside the Savior could have given 
them that information, and He command- 
ed them that they should write it as He 
dictated it. He upbraided them for hav- 
ing kept no record of important events. 

See that the class gets this picture. 
Why it is necessary that the people of 
the Lord shall have written (records? 
What dangers come from having mere 
oral statements? What was Joseph Smith 
required to do with the commandments 
and prophecies given him? Let the class 
see a copy of the Doctrine and Cove- 

What books have come down to us 
because the people of the Lord kept rec- 

See if the class understands what his- 
tories are recorded in each of our stan- 
dard works. Coming back to the lesson, 
explain the nature of the prophecies con- 

cerning the future of the Nephites, and 
how, to date, they have been fulfilled. 

Explain the great work now going on in 
Jerusalem, and how the work of restora- 
tion is going on in the Holy Land, for a 
great purpose, unknown to the world, but 
known to us. What is it? 

Point out how our missionaries are 
helping in the work of spreading the 
Gospel before the great and terrible day 
spoken of in today's text. 

As a conclusion, let the class tell about 
the three Nephites and the work they are 
performing. Have we any reason to be- 
lieve that they are laboring among us? 

(See article on "The Three Nephites" 
by E. Cecil McGavin, December 1930; 
also "Indian Traditions of the Book of 
Mormon, August, 1931.) 

Why is it necessary that we keep rec- 
ords of all our meetings? Of all our tem- 
ple work? Should boys and girls be en- 
couraged to keep diaries? Why? Let the 
final thought be on record keeping. 

Third Sunday. November 15, 1931 
Lesson 34. The Last Days of the Nephites 

Text: Book of Mormon, Chapters 4-8; 
Sunday School Lesson, No. 34, 

Objective: To teach that a wicked peo- 
ple will finally be destroyed. 

To Teachers: After your class has read 
today's lesson, try to get from them what 
lesson has been taught. Why did the 
Nephites become so reckless? Why did 
they disregard everything that they once 
had held sacred? What effect does it 
have upon the individual when he loses 
the Holy Spirit? What about a whole 
people that loses that Spirit? How can 
the Holy Spirit be retained? How can 
we today keep that Spirit alive in our 
Church? How can the Sunday School 
help? How can each boy and girl assist? 
What reward will come to us? Why do 
we want to keep the Church going? What 
has the Lord promised respecting His 
coming? What kind of people does He 
hope to find when He comes? 

Let the story be told about the plates, 
about their transfer to Moroni. Let the 
class tell what Mormon and Moroni said 
about the bringing forth of these records. 
Has that event taken place? If so when 
and how? 

Sept., 1931 



What great promise has been made to 
those who read this record with a sincere 
heart? What about those who read the 
Book of Mormon with no desire to know 
of its truthfulness? 

As a conclusion, point out how the 
Lord has provided tor the return of truth 
and light to the Lamanites and to the 
Jews. Explain the big mission of the 
Book of Mormon. 

This should encourage and inspire ev- 
ery boy and every girl in your class to 
read this holy, valuable book. 

Fourth Sunday, November 22, 1931 

Lesson 35 

Text: Book of Esther, Chapters 1-6; 
Sunday School Lessons, No. 35. 

Objective: To teach that the Lord re- 
spects and rewards faith. 

To Teachers: Show the class where 
the Book of Esther is found in the Book 
of Mormon. Go back in the history of 
the Nephites and recall the incident of 
the discovery of the plates while Limhi 
was King. Then point out that these 
plates were put with the other plates 
which gave the history of the Nephites 
and finally found their way into the hands 
of Moroni, who translated such portion 
as the Lord commanded. 

It will be necessary to have the Bible 
with you in the class today. Let some 
one read the account of the building of 
the Tower of Babel and the confusion of 
tongues. This will serve as a proper 
background to the story of the Jaredites. 
There are many important doctrinal 
truths to be noted in today's lesson. 
Among them are Jared's brother, who 
was a man of exceeding faith; he beheld 
the Savior, the Savior was in his spirit 
body; this body has a similitude of the 
material body which the Savior was lat- 
er to possess; man is created after the 
body of his spirit; all the earth's his- 
tory is known in advance by the Lord; 
He can reveal the future to those who 
possess sufficient faith; much truth is 
kept from the knowledge of man on ac- 
count of his lack of faith. 

Out of this wonderful manifestation can 
be emphasized what great blessings are 
being withheld from us because we do not 
so live as to develop our faith. 

If we obey all the commandments, we 
can become as powerful in faith as was 
the brother of Jared. The whole lesson 

teems with faith-promoting and faith-in- 
spiring doctrine. Let the class read care- 
fully and discuss each statement bearing 
on doctrine as given in today's lesson. 

The story of the remarkable industrial 
growth and activity of the Jaredites is 
well told and should be commented upon 
in the class. Then to think that with all 
their wealth and happiness, they should 
be annihilated! What lesson does it 
teach us today who are boasting of our 
industrial supremacy, our mass produc- 
tion and mass consumption, and rapid 
fire development? 

Whither are we going? What must 
Latter-day Saints keep constantly in 

Fifth Sunday, November 29, 1931 

Lesson 36 

Text: Book of Esther, Chapters 11-15 

Objective: To teach that the with- 
drawal of the Spirit of the Lord leaves 
an individual or a nation in darkness. 

To Teachers: Do you think you can 
impress your class with the magnitude 
and the terror of the final struggle and 
annihilation of the people of Jared? 

Try to have them draw a picture of the 
tragedy. Imagine the mental attitude 
of the people, the complete absence of 
conscience, of respect for law or the 
rights of others. They were devoid of 
all fine feelings. And yet these are the 
same people who were once enjoying 
wealth, happiness and prosperity? What 
lesson is taught? 

Are the people today going to profit 
by such lessons? What is the objective 
of the Latter-day Saints? Why was the 
gospel restored? Why do our mission- 
aries go out into the world? What is the 
use of all our endeavors to keep alive 
the spirit of the Lord? Why are we jus- 
tified in claiming that the Church of Je- 
sus Christ of Latter-day Saints will 
prove to be the saving power in the 
world? What responsibility rests upon 
each boy and girl if that glorious place 
is to be reached by the Church? How 
can each of us keep the spirit of the Lord 
as our guide? That was the question be- 
fore the Jaredites. They failed. That 
is the question before us today. We must 
not fail. We must stand loyal to the 
Church and keep all the commandments. 

That should be the final and big 
thought from today's lesson. 

The one doctrine in which all religions agree, is, that new light 
is added to the mind in proportion as it uses that which it 
has. — -Emerson. 


General Board CommiUee: Adam S. Bennion, Chairman; J. Percy Goddard, Vice Chairman 


Ages 10 and 11 

First Sunday, November 1, 1931 

L€sa|on 86. The WUlie Handcart Com- 
pany on the Sweetwater River. 

Text; Sunday School Lessons, No. 86. 

Supplementary References: Orson F. 
Whitney, History of Utah. Vol. I, pp. 
555-559; Brigham H. Roberts Compre- 
hensive History of the Church, Vol. IV, 
pp. 83-95; Solomon F. Kimball, Improve- 
mtait Era, Vol. 17, pp. 3-15; T. B. H. 
Stenhouse, The Rocky Mountain Saints. 
pp. 311-332. 

Objective: To show the terrific suffer- 
ing to which the Willie Handcart Com- 
pany were subjected on the Sweetwater 

Organization of material: 
I. The Willie Handcart Company were 
caught in a blinding snowstorm on 
the Sweetwater; while here a res- 
cuing party arrived in their midst 
from the Salt Lake Valley. 
IL With renewed hope they continued 
their journey in the midst of the 
terrific storm; in the evening they 
camped among some willows on the 
banks of the Sweetwater river. 
in. The Willie Handcart Company de- 
cided to remain at this camp-ground 
until aid should come to them. 
IV. Captain Willie and Joseph B. Elder 
started westward to meet the relief 
wagons, which they found and di- 
rected eastward to the Willie En- 
V. They brought with them provisions 
and clothes for the starving Willie 
VI. That night the songs of Zion were 
again heard in the Camp. 
Lesson Enrichment: "Belated Emi- 
grants of 1856, by Solomon F. Kimball 
■ — After traveling thirteen hundred miles 
in a little less than thirty-nine days, 
Franklin D. Richards' party reached Salt 
Lake City, October 4, 1856, having been 
absent from home about three years. Be- 
fore they had fairly time to wash the 
dust from their sunburned faces, they 
reported to President Brigham Young 
the precarious condition in which they 
found the Willie company when they 
passed them on the plains, three weeks 
before, on their journey from Iowa City 
to the Great Salt Lake Valley. 

"As soon as these facts leaked out, 
the news spread like wildfire, and when 
the Monday conference convened, Presi- 
dent Young said: 

" 'There are a number of our people on 
the plains who have started to come tu 
Zion with handcarts, and they need help. 
We want twenty teams by tomorrow 
morning to go to their relief. It will be 
necessary to send two experienced men 
with wagons. I will furnish three teams 
loaded with provisions, and send good 
men with them, and Brother Heber C, 
Kimball will do the same. If there are 
any brethren present who have suitable 
outfits for such a journey they will please 
make it known at once, so we will know 
what to depend upon.' 

"President Young then adjourned con- 
ference until 10 o'clock the next morn- 
ing, so as to give all a chance to help get 
things ready. 

"Such a spirit of brotherly love as was 
shown forth by the Latter-day Saints 
on that occasion was perhaps never be- 
fore witnessed in a religious community. 
It seemed that every man, woman and 
child within the limits of Salt Lake was 
alive to the situation. While the men 
were going in every direction gathering 
up^ the supplies, the women were making 
quilts, mending underwear, knitting mit- 
tens, darning socks, patching trousers, 
and even taking clothes from their own 
backs to send to the shiverin"^ pilgrims 
hundreds of miles out on the plains. 

"The evening before the start was 
made, the twenty-seven young men who 
composed the relief party were called 
together by the authorities of the church 
and given their final instructions, after 
which all of their received blessings that 
fairly made them quake. After an af- 
fectionate parting, the boys returned to 
their homes for a good night's rest. 

"About 9 o'clock next morning, six- 
teen first-class four-mule teams were seen 
wending their way towards Emigration 
Canyon, headed for the east. They were 
under the supervision of such m'^n as 
George D. Grant, William H. Kimball, 
Joseph A. Young, Cyrus H. Wheelock, 
Tames Ferguson and Chauncey G. Webb. 
With them were such noted scouts as 
Robert T. Burton, Charles F. Decker. 
Benjamin Hamnton. Heber P. Kimball, 
Harvey H. Cluff, Thomas Alexander, 
Reddick N. Allred, Ira Nebeker, Thomas 
Ricks, Edward Peck, William Broom- 

Sept., 1931 



head, Abel Garr, C. Allen Huntington, 
George W. Grant, David P. Kimball, 
Stephen Taylor, Joel Parish, Charles 
Grey, Amos Fairbanks, Daniel W. Jones, 
and Thomas Bankhead. 

"The first night out they camped at the 
foot of Big Mountain and by unanimous 
vote George D. Grant was elected cap- 
tain of the company, and William H. 
Kimball and Robert T. Burton, his as- 
sistants, Cyrus H. Wheelock, chaplain, 
and Charles F. Decker, guide. 

"At daylight next morning, Oct. 8th, 
they continued on their way, driving as 
far as possible each day, not even stop- 
ping for the noon hour. Stormy weather 
soon set in, making the roads well-night 
impassable. Fort Brldger was reached on 
the 12th of Oct., but not a word from 
the emigrants had reached that place. 
Three days later they arrived at Green 
River, and still no word from them. 

"By this time the boys became some- 
what alarmed, as they were expecting to 
meet the Willie Company in the neigh- 
borhood of Fort Bridger, and here they 
were fifty-eight miles beyond. When 
last heard from, the Martin company was 
more than one hnudred miles in the rear 
of the Willie company, and the wagon 
trains still behind them. 

"After discussing matters from various 
standDoints, Joseph A. Young and Cyrus 
H. Wheelock were sent ahead to let the 
emigrants know that relief was at hand, 
and to urge them to push on towards the 
Valley, as rapidly as possible, no mat- 
ter what the sacrifice might be. There 
were more than 1,500 pilgrims to be res- 
cued, and sixteen loads of provisions di- 
vided among such a number would not 
last many days. 

"Before the expressmen were fairly 
out of sight, their companions were again 
moving. They were anxious to cross the 
divide between the Wind River and Green 
River mountains before the threatening 
storms overtook them. They fully real- 
ized what it meant for hundreds of worn- 
out emigrants to be caught in the early 
storms of a severe, winter, hiindred.s of 
miles out in the wilderness without food 
and shelter. 

"After traveling thirty-five or forty 
miles in a northeasterly direction, winter 
broke in upon them in all its fury. It 
snowed for three days and nights almost 
incessantly, with a cold wind constantly 
blowing from the north. The roads be- 
came so blocked with snow that the boys 
were compelled to double teams before 
they were able to reach the summit of 
the Continental Divide. Reddick N. All- 
red's team was so run down that he 

was unable to continue the journey. The 
snow was so deep at South Pass that 
the best teams in the outfit could hardly 
draw their loads on a down-hill pull, 

"On the evening of the 20th, they turn- 
ed down to a sheltered place on the 
Sweetwater, and camped for the night, 
for men and animals were completely ex- 
hausted. Just as they were located, here 
came Captain Willie and Joseph B. Elder, 
on two worn-out mules, with news that 
their company, east of Rocky Ridge, was 
in a freezing, starving condition, and 
would perish unless immediate relief was 

"The boys soon hitched their teams 
again and continued on their way as long 
as their animals could stand it. At day- 
light the next morning another start was 
made, and they continued going until the 
Willie camp was reached. Before they 
had time to alight from their wagons they 
witnessed sights that were enough to 
move the hardest hearts. These poor un- 
fortunates, numbering a little less than 
five hundred, were caught in a olace 
where there was neither wood nor shel- 
ter. They had not had anything to eat 
for forty-eight hours, and were literally 
freezing and starving to death. 

"The Salt Lake boys were soon mgunt- 
ed on harnessed mules with axes in hand 
and in a short time dragged from the 
distant hills several cords of wood to 
the Willie Camp below. Bonfires were 
made soon, and the cooking began in 
earnest, every available person taking a 
hand. This was kept up until every mem- 
ber of the Willie company had enough 
to eat and to spare. Soon there was an 
improvement in camp, but the relief came 
too late for some and nine deaths occur- 
red that night. 

"This is what Brother John Chislett, a 
member of that ill-fated company, had to 
say about that portion of the journey: 

"'We traveled on in misery and sorrow, 
day after day, sometimes going quite a 
distance, and at other times we were onlv 
able to walk a few miles. We were final- 
ly overtaken by a snowstorm which the 
fierce winds blew furiously about our ears, 
but we dared not stop, as we had sixteen 
miles to make that day in to reach 
wood and water. 

" 'As we were resting at noon, a light 
wagon from the west drove into camp, 
and its occupants were Joseph A. Young. 
and Cyrus H. Wheelock. Messengers 
more welcome than these yotmg men 
were to us, never came from the courts 
of glory. After encouraging us all they 
could, they drove on to convey the glad 
tidings to the members of the Martin 
company which, it was feared, were even 



Sept., 1931 

worse off than we. As they went from 
our midst many a hearty "God Bless 
you" followed them. 

" 'Just as the sun was sinking: behind 
the distant cliffs west of our camp, sev- 
eral covered wagons were seen coming to- 
wards us. The news spread through the 
camp like wildfire, and all who were able 
turned out en masse. Shouts of joy 
rent the air, strong men wept, and chil- 
dren danced with gladness. As the breth- 
ren entered our camp the sisters fell upon 
them and deluged them with their tears 
and" kisses. Our rescuers were so over- 
come that they could hardly speak, but 
in choking silence attempted to repress 
the emotions that evidently mastered 
them. Soon, however, the feeling was 
somewhat abated, and such a shaking of 
hands, such words of comfort, and such 
invocations of God's blessings were nev- 
er before witnessed. Among the breth- 
ren who came to our rescue were El- 
ders William H. Kimball and George D. 
Grant. They had remained in the Val- 
ley but two days before starting back to 
our relief. May God ever bless them 
for their generous, unselfish kindness, and 
their manly fortitude. How nobly, how 
faithfully, how bravely they worked to 
bring us to the Zion of our God'." Im- 
provement Era, Vol. 17, pp. 108-117. 

(Continued in next lesson enrichment). 

Application: If I were caught in such 
a storm as the Willie Handcart Company 
what would I do to preserve my life? 

Second Sunday, November 8, 1931 

Lesslon 87. The 'WUie Handcart Com- 
pany from the Swetetwater River to the 
Salt Lake Valley. 

Text: Sunday School Lessons, No. 87. 
Supplementary References: Orson F. 
Whitney, History of Utah, Vol I, pp. 
555-559; Brigham H. Roberts, Compre- 
hensive History of the Church, Vol IV, 
pp. 83-95; T. B. H. Stenhouse, The Rockv 
Mountain Saints, pp. 311-332; Solomon F. 
Kimball, Belated Emigrants of 1956," 
Improvement Era, Vol. 17, pp. 3-15. 

Objective: To show that by serving 
our fellowmen in time of need we bring 
joy and comfort to them. 
Organization of Material: 
I. William H. Kimball started with 
the Willie Company for the Salt 
Lake Valley, while George D. 
Grrant went eastward to meet the 
Martin Handcarlt Companv. 
IT. The Willie Handcart Company 
suffered terribly while traveling up 
the Sweetwater River. 
III. John Chjslett unselfishly served 

his companions as they drew their 
carts over the Rocky Ridge. 
IV. Father James, as a faithful emi- 
grant, perished by the wayside. 
V. Fifteen heroic people who sacrific- 
ed their lives were buried near Wil- 
low Creek, a branch of the Sweet- 
VI. The company were met by more 
relief wagons coming from the Salt 
Valley near the South Pass. 
VII. After crossing the South Pass the 
hand carts were done away with 
and the emigrants rode in wagons: 
by this time sixty-seven had died. 
VIII. The Willie Handcart Company ar- 
rived in Salt Lake City Sunday, 
November 9th, 1856. 
Lesson Enrichment: (Continuation of 
lesson enrichment for previous lesson — 
the story of the rescue party and how it 
saved the Willie Handcart Company.) 

"The next morning, agreeable to plans 
adopted by the relief party, at a meeting 
held the evening before, Captain George 
D. Grant, with seventeen men and nine 
teams, pushed on to the relief of the Mar- 
tin, Hodgett and Hunt companies, taking 
most of the provisions with him, while 
William H. Kimball, with the remainder 
of the outfit, started back to Salt Lake 
in charge of the Willie Company. It was 
late in the day before Elder Kimball got 
the handcart people started, as they were 
in such a weakened condition. About for- 
ty of their number had already perished, 
and others were dying. 

"While crossing Rocky Ridge, many 
of the Saints frosted their hands, feet 
and faces, the weather was so extremely 
cold. The next morning they pushed on 
as rapidly as possible as they were anx- 
ious to get the benefit of the newly 
broken road, before the drifting snow 
filled it; but were sadly disappointed, as a 
fearful blizzard raged throughout the 
whole day. They were nearly out of pro- 
visions_ again, and had to travel at least 
twenty miles before they could renew 
their supplies. This was the most dis- 
astrous day of the journey, and fifteen of 
their number died that day. 

"On the 24th, after a hard day's climb, 
they reached South Pass, where flour and 
plenty of wood, at the Allred camp, were 
found. The next day they met five Val- 
ley teams, but it was deemed advisable to 
have them go to the relief of the Mar- 
tin company, which was at least one 
hundred miles in the rear. These wag- 
ons had made a well-broke track which 
nroved of much benefit to the handcart 
folk, enabling them to reach Green River 
by the last of the month. The next day 
they met seven teams from Fort Supply 

Sept., 1931 



and three from Salt Lake. From there 
on they met teams every day, but most of 
them went to the relief of the other par- 

"When they arrived at Fort Bridger 
on the 2nd of November, they were filled 
with joy to find about fifty teams that 
had been sent from the settlements, north 
and south of Salt Lake, to haul them the 
remainder of the way. Up to this time 
about one-sixth of their number had died, 
since leaving Iowa City, on the morning 
of July 15. 

"About noon on the 9th of November, 
William H. Kimball halted his sixty wa- 
gon loads of suffering humanity in front 
of the old Tithing Office Building, where 
Hotel Utah now stands. The company 
was greeted by hundreds of Salt Lake 
citizens who were anxiously awaiting 
their coming. The scene that followed 
would be hard to describe. In less than 
an hour from the time that ill-fated com- 
pany reached its destination, every man, 
woman and child that belonged to it, was 
being tenderly cared for in a manner that 
brought tears of ioy to their bloodshot 
eyes." ("Belated Emigrants of 1856," by 
Solomon F. Kimball, Improvement Era, 
Vol. 17. pp. 108-117.) 

Application: What should I do for my 
friends when they are struggling under 
dire circumstances? 

Third Sunday, November 15, 1931 

Lesson 88. Edward Martin Handcart 
Company— From Liverpool, England, to 
Florence. Nebraska. 

Text: Sunday School Lessons, No. 88. 

Supplementary References: Andrew 
Jenson, "Captain Martin's Handcart Com- 
pany," Contributor, Vol XVI, pp. 137-141; 
Company," History of Utah, Vol I, pp. 
559-566; John Jacques, Salt Lake Herald, 
Dec. 1, 8, 15, 22, and 29, 1878, Jan. 5, 12, 
and 19, 1879; Brigham H. Roberts, Com- 
prehensive History of the Church, Vol. 
IV, pp. 95-107; T. B. H. Stenhouse, Rocky 
Mountain Saints, pp. 332-342; Solomon F. 
Kimball, Tmpriovement Era, Vol. 17, pp. 
201-211, 287-299, Hubert H. Bancroft, 
History of Utah, pp. 422-430, 

Objective: To show the conditions un- 
der which the Edward Martin Handcart 
Company crossed the Atlantic on the 
ship Horizon, and pulled their handcarts 
from Iowa City to Florence, Nebraska. 
Organization of Material: 
I. The Edward Martin Handcart 
Company embarked on the sailing 
vessel. Horizon, at Bramley-Moore 
Dock, Liverpool, Friday, May 22nd, 
11. The same morning they left the 
dock at Liverpool and cast anchor 
in the river Mersey. 

III. They were 856 in number under 
the leadership of Edward Martin, 
Jesse Haren and George P. Waugh, 
and were organized into seven di- 
visions with a captain over each. 

IV. On Sunday, May 2Sth, Apostle 
Franklin D. Richards and his com- 
panions boarded the ship Horizon 
and spent a day with the saints. 

V. While crossing the Atlantic Ocean, 
the Martin Handcart Company oc- 
cupied their time by attending re- 
ligious services, by making tents, 
and by keeping their ship clean 
and healthy. 

VI. On the evening of June 28th. 1856. 
the ship Horizon cast anchor in the 
Boston harbor; they disembarked 
Monday, June 30th. 
VII. The _ Martin Handcart Company 
remained in Iowa City from July 
8th to July 28th. 1856. 
VIII. Brother Daniel Spencer had gen- 
eral charge of the company at this 

IX. Jhe greatest task was that of mak- 
ing handcarts. , 
X. The Martin Handcart Company 
was organized into two divisions 
for the journey to 'Florence, Ne- 

XI. On July 28th, 1856, the two di- 
visions of the handcart company 
departed westward from Iowa 
XII. They arrived at Florence, Nebras- 
ka, August 22nd; The Hunt and 
Hodgett Wagon Train arrived 
shortly thereafter. 
XIII. The question now arose whether 
to remain here for the winter or 
to continue on to Salt Lake Val- 
ley; It was decided to continue on. 
Lesson Enrichment: Extract from gen- 
eral instructions given to the saints pre- 
vious to their trip from Liverpool: 

"The Scale of Provisions as Now Fix- 
ed by Law is as Follows: To each adult 
or every two children, weekly 
3T/ lbs. Bread 
1 lb. Flour. 



Sept., 1931 

114 lbs. Oat Meal. 
IV2 lbs. Rice. 
U/z lbs. Peas. 
2 lbs. Potatoes, 
ir^ lbs. Beef. 
1 lb. Pork 

1 lb. Sugar. 

2 oz. Tea. 

2 oz. Salt 

I/2 oz. Mustard. 
^ oz. Pepper. 
1 gill Vinegar. 

3 quarts of water daily, and 10 gallons 
daily to every 100 for cooking. 

"The hew acts also require each ship 
to be provided with medical comforts. 
The following scale has been fixed by the 
Government Emigration Commissioners 
for vessels sailing from this Port to 
North America. 

For Two Hundred Adults and Under 

14 lbs. Arrowroot. 

25 lbs. Sago. 

20 lbs. Pearl Barley. 

30 lbs. Sugar. 

12 lbs. Marine Soap. 
2 gallons Lime Juice. 

^A gallon Brandy. 

2 doz. Milk in pints. 

1 doz. Beef Soup, in lbs. 

3 doz. Preserved Mutton, in l4 lbs. 
"Passengers furnish their own beds 

and bedding. A straw mattress will an- 
swer very well for sleeping upon when 
• they do not bring feather or other beds 
with them. Each single passenger also 
requires a box or barrel to hold provi- 
sions; and the following articles for cook- 
ing, etc. — a boiler, saucepan, frying-pan. 
tin porringer, tin plate, tin dish, knife, 
fork, spoon, and a tin vessel to hold 3 
quarts of water. (Millenial Star, Volume 
18, p. 24). _ 

Application: Under what conditions 
would I, as a missionary, sail to Europe. 

Fourth Sunday, November 22, 1931 

Lesson 89. Edward MartSn Handcart 
Company — From Florence, Nebraska, to 
Fort Laramie. 

Text: Sunday School Lessons, No. 89. 

Supplementary References: Orson F, 
Whitney, History of Utah, Vol. L PP. 
S59-566; Brigham H. Roberts, Compre- 
hensive History of th*' Church, Vol. IV. 
po. 95-107; Andrew Tenson. Contributor, 
Vol. XIV, pp. 137-141; John Tacaues. 
Salt Lake Herald, Dec. 1, 8. IS, 22, 1878, 
and Jan. 5, 12, and 19, 1879; T. B. H. 
Stenhouse, Rocky Mountain Saints, pp. 
332-342; Hubert H. Bancroft, History of 
Utah, pp. 422-430. 

Objective: To show that the Martin 

Handcart Company, followed by the 
Hunt and Hodgett Wagon Trains, travel- 
ed from Florence, Nebraska, to Fort Lar- 
amie, without serious difficulty. 

Organization of Mateiral: 
I. On the morning of August 25th, 
1856, the Martin Handcart Com- 
pany left Florence, Nebraska. 
II. While at Cutler's Park, A. W. 
Babbitt, Secretary of the Terri- 
tory of Utah, visited the Martin 
Handcart Company. 

III. By September 7th, the Martin 
Handcart Company were west of 
Loupe Fort; here they were over- 
taken by Franklin D. Richards and 
Company, who seeing the impover- 
ished condition, said they would 
hurry on to Salt Lake and send 
back relief wagons. 

IV. The Handcart company had a dry 
march from the Loupe Valley ov- 
er the hills to the Platte Valley. 

V. On September 11th they passed 
the graves of two men and a child 
belonging to the A. W. Babbitt 
VI. They had been killed by the Chey- 
enne Indians. 
VII. On September 23rd the Martin 
Handcart ICompany had their first 
taste of buffalo meat. 
VIII. The following day they passed the 
place where Thomas Margetts' 
Company had been massacred by 
the Indians. 
IX. About this time they passed the 
Platte River to the south side. 
X. They passed Scott's Bluff on Oc- 
tober 4th. 
XI. As they neared Fort Laramie, 
they were met by a fine looking, 
well-dressed Indian Chief and his 
XII. On October 9th, many of the 
handcart company sold their 
watches and other things^ in ex- 
change for food and provisions for 
the journey. 
Lesson Enrichment: Extracts from 
letter written by John Jacques on "Some 

"After receiving an extra ration of 
flour one night, one family having made 
up their bread, found that it rose most 
promisingly. The good housewife, or 
tentwife, was in high spirits over it, an- 
ticipating a batch of bread that could not 
be found fault with, nor excelled in 
camp. When baked it was the whitest 
and lightest bread they had made on 
the entire journey. Oh, it was most 
beautiful bread. But when they came to 
eat it, the flavor was extraordinary. They 
had never tasted anything like it before, 

Sept., 1931 



and this is the way it came to happen so. 
Somehow or other, about half a pound of 
soap had fallen unnoticed . . . into the 
campkettle and had frozen there. At 
night, when the kettle was rinsed out, 
the soap remained fast at the bottom, 
still unnoticed in the dark. The kettle, 
with water in it, and the soap also, was 
set on the hre to get hot. With most 
of this soapy water the bread was made, 
and very soapy was the taste thereof, but 
the family could not afford to go without 
a day s rations and throw the bread away. 
They were far too hungry for that. So 
it was eaten, every bit, with more or 
less wry face over it. Yet if it proved 
unhealthy the eaters never found it out. 

"Several discoveries were made on the 
journey. The way to have a warm sleep- 
ing place was this — sweep away the ashes 
of the camp fire and lay your bed on the 
spot where the fire was built. You would 
be sure to sleep warm there, if anywhere. 
In the morning the same spot was found 
to be the most available for another use 
— it was the easiest place in which to dig 
a grave to bury the night's dead . . . Thus, 
in this severe winter traveling and camp- 
ing economy, the hearths served three 
separate, distinct, land important pur- 
poses." (John Jacques, Salt Lake Her- 
ald, Jan. 5, 1879). 

Application: The Martin Handcart 
Company were fourteen days traveling 
from Florence, Nebraska, to Fort Lar- 
amie, a distance of about six hundred 
miles. How long would it take to tra- 
vel the same distance today? 

Fifth Sunday, November 29, 1931 

Lesson 90. Edward Martin Handcart 

Company — From Fort Laramie to the 

Last Encampment on the Platte 

Text: Sunday School Lessons, No. 90, 

Supplementary References: Orson F. 
Whitney, History of Utah, Vol I, pp. 559- 
566; Brigham H. Roberts, Comprehen- 
sive History of the Church, Vol. IV, pp. 
95-107; Andrew Jenson, Contributor, Vol. 
XIV, pp. 137-141; John Jacques, Salt 
Lake Herald, Dec. 1, 8, 15, 22, 1878, and 
Jan. 5, 12, and 19, 1879; T. B. H. Sten- 
house. Rocky Mountain Saints, pp. 332- 
342; Hubert H. Bancroft, History of 
Utah, pp. 422-430. 

Objective: To show that these hand- 
cart people still maintained faith in God, 
although sufferiner terribly. 

Organization of Material: 
I. The Martin Handcart Company 
left Fort Laramie about October 
10th, 1856. 
II. Their daily allowance of food was 

considerably reduced after leaving 
Fort Laramie. 

III. The Handcart people toiled on 
across two creeks and into the 
Black Hills, where feed for their 
animals became very scarce. 

IV. Having left the Black Hills and 
waded through two more creeks, 
the handcart company reached 
Deer Creek, October 17th. 

V. On October 19th, a bitter cold day, 
they waded across the North 
Platte River. 
VL The following morning, October 
20th, a number of emigrants who 
had died during the night from 
hunger and exposure, were buried 
near the camp. 
VII. On the night of October 20th, 
they camped at the point on the 
Platte where the road cut across 
southwestwardly to the Sweetwater 

VIII. On October 28th, news of relief 
wagons came to them. 
Lesson Enrichment: "The next day 
after crossing the Platte the company 
moved on slowly, about ten miles, 
through the snow, and camped again near 
the Platte and at the point where the 
road left it for the Sweetwater. It snowed 
three days, and the teams and many of 
the people were so far given out that it 
was deemed advisable not to proceed fur- 
ther for a few days, but rather to stay in 
camp and recruit. It was hoped that 
the snow and cold would prove only a 
foretaste of winter and would soon pass 
away and the weather would moderate, 
but that hope proved delusive. It was 
expected that help from Salt Lake would 
soon reach the company, which cheering 
expectation was shortly realized. In this 
camp the company stayed, resting and re- 
cruiting as well as could be under the 
circumstances, the snow remaining on the 
ground and the frost being very keen 
at nights. Here the flour ration fell to 
four ounces per day; and this was the 
extremity of their privations as to food 
but not the end of their sufferings, for 
the injurious effects of their privations 
told upon them for the remainder of their 
journey and for some time after. Indeed, 
with some of the company relics of these 
effects remain, of one sort or another, to 
this day. In addition to the flour ration, 
considerable beef was killed and served to 
the company, as had been the case most 
of the journey. But the cattle had now 
grown so poor that there was little flesh 
left on them, and that little was as lean 
as lean could be. The problem was how 
to cook it to advantage. Stewed meat 
and soups were found to ibe bad for di- 



Sept., 1931 

arrhea and dysentery provocative of 
and aggravating those diseases, of which 
there was considerable in the company, 
and to fry lean meat without an atom of 
fat in it ,or out of it was disgusting to 
every cook in camp. The outlook was 
certainly not encouraging, but it need 
not be supposed that the company was 
in despair, notwithstanding that the sit- 
uation was rather desperate. O no! A 
hopeful and cheerful spirit pervaded the 
camp, and the "songs of Zion" were fre- 
quently heard at this time, though the 
company was in the very depths of its 
privations. Though the bodies of the 

people were worn down, their spirits 
were buoyant, while at the same time 
they had become so accustomed to look- 
ing death in the face that they seemed 
to have no fear of it, nor of the corpses 
either, the bodies of the dead having be- 
corne such familiar sights as to lose their 
ordinary thrilling influence on beholders, 
and to be no more thought of with re- 
pulsive aversion, nor specially and ner- 
vously avoided, than the living." (John 
Jacques, "Some Reminiscences, Salt 
Lake Herald, Dec. IS, 1878. 

Application: Should I despair though 
faced by death? 

A Two-and-a-Half Minute Talk 

The Power Behind the Throne 

Nations rise and fall depending upon 
the power behind the throne. If that 
power is vicious and evil, destruction is 
certain. If it is righteous, glory is sure. 
The history of the Israelites illustrates 
this very clearly. 

Samuel lived many years and injled the 
people wisely. They all loved and trusted 
him. He tauight the Israelites to wor- 
ship the Lord. When he grew old he 
made his sons judges in Israel, to help 
in the care of the people, but they didn't 
do as their father had done. 

The elders of all the tribes of Israel 
came to Samuel and said "You are grow- 
ing old and your sons don't rule as you 
have done. Give us a king like all the 
lands around us." This displeased Sam- 
uel, not that he wished to rule, but be- 
cause the Lord was their King. So Sam- 
uel prayed to the Lord to know what 
to do. The Lord said listen to the people 
in what they ask, let them have a king 
but show them what trouble a king will 
bring upon them. 

Samuel called all the people to a place 
called Mizpah, and told them since they 
aesired a king the Lord had made known 
to him who should be their king. 

In the tribe of Benjamin a young man 
named Saul, the son of Kish, who was a 
large noble looking man. He was the 
tallest man in Israel. His father was 
very rich with many fields and flocks. 
Saul and a servant were looking for some 
asses that had strayed. They came near 

to Ramah where Samuel lived. While 
they were walking the servant said there 
is a seer that lives here, let us go to him 
and give him a present and perhaps he 
will tell us where to find the asses. 

In those times a man to whom God 
made his will was called a seer but in 
later times they were called prophets. 
When Samuel met Saul the Lord told 
Samuel he was the one to rule his people. 
Samuel anointed Saul as king over Israel. 
Saul^ had great power as long as he ruled 
in righteousness but he was not always 
obedient to the commandments of God. 

The Lord told Saul to take his armies 
and destroy the Amalekites and not to 
leave anything. 

Samuel prayed all that night to the 
Lord and the next day until he went to 
meet Saul. When Saul saw him he said 
"May the blessings of the Lord fall upon 
you, I have done what the Lord com- 
manded me to do." Samuel said if you 
have obeyed God's command and de- 
stroyed^ all of the Amalekites and their 
possessions, what is the meaning of all 
the bleating of the sheep and the bellow- 
ing of the oxen I hear? Saul said, I left 
the best of the sheep and oxen to offer 
sacrifice to the Lord. Samuel asked him 
if the Lord would be as pleased with the 
sacrifice as by obedience to his com- 
mands ? 

The kingdom was taken away from Saul 
through his disobedience and given to 
David, who ruled very wisely. 

—Margaret Fleming (Age 12), 
Sellwood Branch, IPortland, Ore. 

General Board Committee: Frank K. Seegmiller, Chairman; assi^ited by Florence Home 

Smith, Lucy Gedge Sperry and Tessie Giaqme 


Ages 7, 8, and 9 

First Sunday, November 1, 1931 

A Picture Lesson 

The Object of this period is to give the 
children an opportunity to tell how the 
characters in our lessons this month have 
believed in Jesus and in God, and how 
they have obeyed Their commandments. 
They will bear their simple little testi- 
monies as they look again in review at 
the pictures of these characters. 

Teachers will help the children give 
in their own words the answers to the 
following questions. 

Just before Jesus went home to God 
in Heaven, what big work did He give 
His apostles to do? How did He say 
this last message to them? What bless- 
ing comes to folks who are baptized? 

Why did Jesus tell His apostles to go 
back to Jerusalem? What did they do? 
How were they rewarded for the obe- 
dience ? 

When Peter and John saw the lame 
man at the Gate Beautiful, for what did 
he ask them. Why did Peter look at- 
him so steadily? Then what did Peter 
say? What happened to the lame man? 
How did He and His friends feel about 

Second Sunday, November 8, 1 931 

Lesson 122. The Gospel Spreads Abroad. 

Text: Acts 4:13-37; 6:1-8; 8:3-40. Sun- 
day School Lessons Leaflet No. 122. 

Objective: Those who have courage 
to try to do God's will are guided by His 
Memory Gem — 

God will guide His little children. 
In their work and in their play. 
If they listen to the promptings 
Of His spirit, day by day. 
Songs: "I'll Serve the Lord While I 
am Young." (Deseret Sunday School 
Songs) "God Make My Life a Little 

Pictures: "Phillip and the Ethiopian," 
New Set of Colored Pictures, No. 186. , 
Organization of Material; 
I. The followers of Christ are Scat- 

a. The Jewish rulers persecute them. 
Peter answers their threats. 
II. Phillip Goes to Samaria. 

a. He is chosen to assist in the 

b. Preaches the Gospel of Jesus 

c. Wonderful miracles performed. 

d. Many are baptized. 

e. Great joy in the city. 
III. Peter and John Come to Assist. 

a. The baptized saints receive the 
Holy Ghost. 

b. Simon offers money for it. 

c. Peter rebukes him. 

IV. Phillip Baptizes the Queen's Ser- 

a. He receives a message from God. 

b. He finds the queen's servant. 
Who has come to worship in the 

c. Phillip preaches the Gospel to him 

d. He is baptized. 

Lesson Enrichment — Point of Contact: 
Show the picture of Wilford Woodruff 
and tell the following incident. One day 
as President Woodruff was leaving a 
Sunday afternoon meeting the still small 
voice said to him, "Don't go to your city 
home, go to your farm." President Wood- 
r.uff wondered about this. He was very 
tired and needed rest. But he was ac- 
customed to listening to this voice when- 
ever it spoke to him, so he went at once 
to the farm. When he arrived there he 
found his wife wading in the water up 
to her knees. The creek had overflowed 
and broken his irrigation ditch. His 
house was wholly surrounded by water. 
There was deep water around the barn 
and the pig pen. With his help the water 
was soon turned into another channel. 
By listening to this warning voice Presi- 
dent Woodruff saved his house from be- 
ing damaged and perhaps saved the lives 
of some of his farm animals. 

Illustrations — Application: The teach- 
er may give an illustration from her own 
life experiences which proves the bless- 
ings of listening to the still small voice. 
If the children have any such experiences 
listen to them. Every child has a right 
to have this little voice whisper to him. 
But if he does not listen to its prompt- 
ings it may grow weaker so it cannot be 
heard. Most always when a boy is play- 
ing ball and his mother calls him to come 



Sept., 1931 

in, this still small voice says clearly, "Go 
in." What do real strong boys do at 
times like this? Sometimes this voice 
whispers to girls when they are on their 
way home from school. It says, "Go 
right home. Mother told you not to stop 
to visit today." Sensible girls listen to 
its warning. They immediately say 
"Good bye" to their friends and hurry 

Third Sunday, November 15, 1931 
Lesson 123. The Conversion of Saul 

Text: Acts 9:1-21; 22:1-21. Sunday 
School Lesson No. 123. 

Objective: Those who have courage to 
try to do God's will are guided by His 

Memory Gem: Same as last Sunday. 

Songs: "I'll Serve the Lord While I 
Am Young." (Deseret Sunday School 

Pictures: "The Conversion of Saul," 
New Set of Colored Pictures No. 188. 

Organization of Material: 

I. Saul Persecutes the Saints. 

a. Saul, a short, dark, earnest, edu- 
cated man. 

He was strong for the right. 

b. He separates families and takes 
the parents to jail. 

c. Goes to Damascus, intent upon 
further persecution. 

IL He is Struck Blind. 

a. As he journeys to Damascus. 
At noon-day. 

b. A light and a voice halt him. 

1. It is the voice of Jesus. 

2. The message. 

b. Saul manifests a desire to do 
God's will. 

d. He is led to Damascus. 

III. The Light of New Life Comes Into 
His Soul. 

a. Ananias visits him. 

1. In response to instructions from 

2. His message. 

b. By the power of God Ananias 

gives him sight. 

c. Saul is baptized. 

d. He learns the Gospel from the 


e. Preaches the doctrines of Christ 

Lesson Enrichment: Point of Con- 
tact: Let us talk with the children about 
the work our missionaries are doing. 
They go into the world to "convert" peo- 
ple to the Church of Jesus Christ. "Con- 
vert" is a big word so let us find out what 
it means. When our brothers or sisters 

or our fathers go on missions, they first 
receive a "call,' from the President of 
the Church. This "call" generally comes 
in a letter saying words something like 
these. "Because of your earnestness and 
your good deeds, your bishop has told 
us that you may be interested in going 
on a mission to teach folks the way to be 
happy. If you are, please let us know if 
you can go by such and such a date." The 
letter is signed by the President of the 
Church. If the young man (or lady) 
would like to go (to tell others Jesus 
Christ's way to be happy) he answers 
the letter saying that he would. A fare- 
well evening is given him by the people 
who live near him and he receives a bless- 
ing from the leaders of the Church. His 
mother helps him pack his clothes and 
his books into a trunk and a suit case 
and he goes away on the train to be a 

Now what does he do as a missionary? 
We believe that folks who live as Jesus 
taught them to live are happy. There are 
many people in the world who are not 
happy. They do not seem to know 
what Jesus wants them to do. So our 
missionaries go to try to teach them the 
way Jesus meant that they should live. 
If these people like the things our mis- 
sionaries teach them; if living the way 
they suggest makes them happy they join 
our Church. As soon as they decide to 
live as we think Jesus wants them to live 
we say they are converted. Then when 
then are baptized and blessed by the 
elders they are members of our Church 
with us. A missionary is very glad when 
he converts someone, when he shows 
someone the way to be happy. 

Our story today is about a brave 
strong man who was "converted" who 
found a new way to be happy. 

Illustrations — Qjuestijons — Applications: 
It takes a very brave strong person to 
say to himself, "I was wrong. I will do 
better next time." When did Saul say 
this? How did Our Father in Heaven 
help him to do better? Little folks our 
age do not go on far away missions to 
work for the Lord but we can be mis- 
sionaries to invite folks to come to Sun- 
day School. There are other ways we 
can be strong. Sometimes by mistake we 
say unkind words and real angry words. 
Let us think of a time when it would 
be easy for us to become angry. Instead 
of being angry in such a case what would 
it be wiser to do? But suppose we be- 
came angry and spoke before we thought. 
How could we show our strength to 
make things right? 

Sept., iQ^t 



Fourth Sunday, November 22, 1931 

Lesson 124. How a Good Woman Came 
to Live Again 

Text: Acts 9:32-43. 

Objective: "The fervent prayer of a 
righteous man availeth much." (The 
Lord answers the prayers of those who 
earnestly pray to Him.) 

Pictures: "The Raising of Dorcas," 
New set of Colored Pictures' No. 189. 

Memory Gem: "The Lord thy God 
shall lead thee by the hand and give thee 
answer to thy prayers." 

Songs: "Did You Think to Pray?" 
(Deseret Sunday School Songs.) 

Organization of Material: 

I. The Church of Jesus Christ Organ- 
ized in Many Cities. 

a. The saints worship God in earn- 

b. The Branches are visited by the 

c. Peter heals many sick folks in 
the name of Jesus. 

II. Dorcas, a Devout Saint Dies. 

a. She lived by the sea. 

b. She loved the Lord. 

c. Was constantly doing good. 

1. Made clothing and gave it to 

the poor. 
2: Gave alms. 

d. She becomes ill unto death. 
III. Dorcas' Friends Bring Peter. 

a. He was preaching nearby. 

b. He comes at once. 

c. The miracle. 

1. Peter sends the people from the 

2. He kneels in earnest prayer. 

3. Calls her by name and raises 
her up. 

d. Her household and friends re- 

e. Many more are converted to the 

Lesson Enrichment: Point of Contact: 
Sing twice with the children the first 
verse and chorus of the song "Did You 
Think to Pray?" Sunday School Song 
Book, No. 65. 

Ere you left your room this morning, 
Did you think to pray? 
Did you plead for grace, my brother, 
That you might forgive another 
Who had crossed your way? 

O, how praying rests the weary! 
Prayer will change the night to day: 
So when life gets dark and dreary, 
Don't forget to pray. 

Then ask the children to tell the dif- 
ference between night and day. Sad hours 
are sometimes called night and happy 

hours are called day. In the story of 
Dorcas, a night of sorrow was changed 
into a day of gladness. 

Questions — Hlustraliions— Applications : 
The teacher will tell an experience in her 
life in which sadness, sorrow or pain 
was changed to joy and gladness by earn- 
est prayer to God. Then let the children 
tell of similiar experiences. Find out 
how many times a day it is wise for lit- 
tle folks to pray. 

Then sing again the first verse and 
chorus of the song "Did You Think to 

Fifth Sunday, November 29, 1931 

Lesson 125. How the Prison Gates Were 


Text: Acts 12:1-20. Sunday School Les- 
son Number 125. 

_ Objective: "The fervent prayer of a 
righteous man availeth much. (The Lord 
answers the prayers of those who earn- 
estly pray to him.) 

Pictures: "Peter Delivered from Pri- 
son," New Set of Colored Pictures, No. 

Memory Gem: "The fervent prayer of 
a righteous man availeth much." (Teach- 
ers be sure to teach this gem at the time 
it appears in the lesson.) 

Song: "Did you Think to Pray?" 

Organization of Material: 

1. Simon Peter, Imprisoned. 

b. He was placed under heavy guard. 

c. The saints pray without ceasing, 
for their leader. 

II. An Angel of God Gives Peter His 

a. On the night which was to be 
his last. 

b. He awakens Peter from his sleep. 

c. Commands him to dress and fol- 
low him. 

d. Leads him past the prison gates. 
III. Great Rejoicing Among the Saints. 

a. Peter goes to Mary's house. 

b. He bears testimony of God's good- 
ness to him. 

c. He departs into another city. 
Lesson Enrichment: Point of Contact: 

Sing both first and second verses and 
chorus of "Did You Think to Pray?" 

(Second Verse) 

"When sore trials came upon you, 

Did you think to pray? 

When your soul was full of sorrow. 

Balm of Gilead did you borrow 

At the gates of day." 

Then ask the children to listen to your 
story and watch carefully to see what 
sore trial came upon Peter and how night 
was changed to day again. 

Illustrations— Applications: Call again 



Sept., 1931 

for stories of how little folks whom the 
children know have been blessed through 
prayer. If there are children absent from 
Sunday School because of sickness, re- 

carnest folks take when they say their 
(.:veningf and morning prayers. How do 
they hold their hands? What do they 
do with their eyes? How do grateful 

member them in the closing prayer. Ask people act while prayer is being said at 
the children to pray for them at home.. Church or Sunday School or any other 
Then let the children tell what position place? 

Value of Struggle 

By Edith L. Re id For the 

Donnie's tiny fingers were earnestly 
engaged in trying to fasten his sandal. 
Time and again he almost got the 
end of tthe strap through the buckle, 
but each time it slipped. Donnie's 
brow grew puckered and his face was 

"Poor little man!" Mother ex- 
claimed discovering his situation. "I'll 
fix it for you." 

"He could have buckled it himself 
after a while, if you had left him 
alone," said Grandma. 

"But I can't bear to see him stug- 
gle so hard," Donnie's mother ex- 

"Struggle is essential in character 
building according to my notion," 
Grandma answered. "It's good train- 
ing to let even the tiny tots struggle 
along to victory. Then they are grow- 

"But I love to help him," protested 

"There you are," Grandma insisted 
pleasantly. "That's the point that I 
am trying to make. Your love some- 
times deprives Donnie of a great priv- 

"But while he is small and where I 
can help him I like to think I am 
making things easier for him. He'll 
have worries enough when he is 
grown and has to stand alone. 

But before Grandma had time to ex- 
plain her suggestion further they both 
became absorbed in watching Donnie. 
He had unbuckled his sandal and was 
again concerned with the problem of 
getting the end of the strap through 
the buckle. They watched him for a 
few moments in silence. The baby 
fingers tried and failed and tried again. 
But at last the strap slipped through 
and he fastened it securely. 

National Kindergarten Ass'n. 

Donnie jumped to his feet. His 
eyes were dancing with joy. His face 
was beaming with victory. "See !" he 
exclaimed. "Look, Donnie did it!" 

His mother folded him in her arms 
and confessed to Grandma, "You're 
right; he never looked like that when 
I fastened his shoe." 

This is only one example of many 
daily instances when over solicitous 
mothers allow the desire to serve to 
stand in the way of true character 
training. If the child is building- a 
house of blocks and it falls over two 
or three times, many a mother will 
stop her sewing or baking and com- 
plete the structure with her own skill- 
ful hands. She dislikes to hear him 
fuss. His cry of impatience is the 
signal for her to rush forward and 
smooth out the difficulty. 

"Let mother help you" is one of the 
favorite phrases in the vocabulary of 
motherhood. But it will be wise for 
all mothers to consider carefully 
whether or not their help will be a 
real kindness. If a child attempts 
something that is within its power to 
accomplish, even though it should en- 
tail prolonged struggle, mother should 
not interfere by doing it for him. If 
he persists at a problem until he be- 
comes nervous, distract him by intro- 
ducing some 9th er occupation and let 
him return to the first perplexity later. 

The real test of mother love is to 
stand by and supervise indirectly, 
knowing that this self-restraint on her 
part is for the lasting good of the 
child. To commend him when he has 
conquered an obstacle and to encour- 
age him to attempt still further prob- 
lems in child life is the kind of help 
that advances character building. 


A R T E N 


General Board Committee: George A. Ho\ Chairman, assisted by Inez Witbeck and 

Marie Fox 


Ages 4, 5 and 6 

First Sunday, November 1, 1931 

The Children's Period 

On this day the children do most of 
the talking. As they look at the pictures 
their teachers show them they tell the 
stories the pictures suggest. As they tell 
these stories they will also express in 
some simple way a suggestion of the 
truth which the story develops, if the 
teacher has given it to them when she 
told them the story. 

Teachers may need to ask a question 
or two similar to the following: 

(For Lesson 28) As Jesus was sitting 
by the money box in the Temple, what 
did many rich people do? When the 
widow came along how much money did 
she put in? Which did Jesus think had 
put in the most money? Why^ When 
little folks in our Church earn ten cents 
what part of it do they give to the 1-ord? 
How does this giving make them feel? 

(For Lesson 29) Why was Elijah call- 
ed a servant of God? What was his work? 
For what did he ask the widow? Why 
did she stop to think a minute before she 
went to get him some food? What did 
Elijah promise her? How did the pro- 
mise come true? What did we brin^'- to 
Sunday School this month to helo God's 
servants? How did we foel when we 
brought to our teachers our little en- 
velopes with our money inside? 

(For Lesson 30) In the long ago days 
the Lord had two servants whose nam^s 
were almost alike. One's name was Eli- 
jah and the other's name was Eli-sha. 
Elisha went from town to town teach- 
ing the people. Who fixed a room all 
nice and comfortable for him? What 
did he promise this lady? How did the 
Lord help this promise to come true"-" 
How may little folks make the Ward 
Teachers or the Relief Society Teachers 
comfortable when they come to our 

Review gems of previous month. 

Rest Exercise: Review a rest exer- 
cise for the month. 

Second Sunday, November 8, 1931 
Lesson 31. Jesus and the Ten Lepers 

Text: Luke 17:11-19. Sunday Morn- 
ing the Kindergarten, Lesson No. 31. 
References: "Jesus the Christ," pages 
470 and 471; Any Life of Christ. 

Pictures: "The Ten Lepers." New Set 
of Colored Kindergarten Pictures No. 

Objective: Thanksgiving and grati-. 
tude should be shown in deeds as well 
as words. 

Organization of Material: 

I. Jesus Journeys to Jerusalem. 

a. It was his custom to go from city 
to city. 

His good deeds were known 
far and wide. 
b. Crowds of people follow Him. 
c. He enters a certain village. 
IL He Heals Ten Lepers. 

a. They come to Him. 

1. Their physical condition. 

2. Their isolated home. 

3. Desire to be blessed by Jes'^s. 

b. They cry, "Master, have mercy 
on us." 

c. Jesus sends them to the priests. 

d. As they go, they are cleansed. 

They are given the greatest 
blessings in life — health and 
faith in God. 
TIL Only One Returns to Show His 

a. A Samaritan turns back and glori- 
fies God. 

b. He falls on his face and continues 
his thanksgiving. 

c. Jesus* comment. 

1. "But where are the other 

2. "Thv faith hath made thee 

Lesson Enrichment: Point of Con- 
tact :^Ask the children to open their 
liands in front of them. Call their at- 
tention to the soft, pink skin that cov- 
ers them. Have them move their fingers 
to see how the skin stretches to make 
room for the fingers to move any way 
they wish to move. See if any child has 
a scratch, a cut or a bruise on his hands. 
Let him tell how it is healing. It is g-^t- 
ting better every day and soon it will be 
all well again. Most of the time when 



Sept., 1931 

our scratches get well we can't see where 
they once were. Sometimes when people 
are sick their skin gets sick too and it 
can't do its work well. The skin doesn't 
heal its cups up like it should. Some- 
times people get a sickness that makes 
their skin white and strange looking. 
Once when Jesus lived here there were 
some men who had just such a sickness. 
They were so sick that they couldnt come 
near other folks. Their skin was sick 
too and they were very unhappy. But 
Jesus helped them. 

Illustrations — Applica'tion : — After the 
story has been developed let the children 
count on their fingers how many sick 
men there were who called to Jesus. Then 
let them count how many there were 
who forgot to say "Thank you." Find the 
'one finger which stands for the man 
who did not forget, but who came to 
Jesus to say "Thank you." Tn how manv 
ways did this one man say "Thank you?" 
What did Jesus say? When do little boys 
and girls of today say "Thank you?" In 
what other way may we say "Thank you.' 
Let the children think how many times 
they have said "Thank you" this morn- 
ing. _ Then let them think how thev may 
say it this afternoon? Find out if any- 
one knows what holiday comes this 
month. Then learn the little verse which 

"Thank-you day will soon be here 
But I'll say "Thank-you all the year." 

Rest Exercise: Sing and dramatize 
"Nature's Goodnight." Song Stories by 
Patty Hill. 

Third Sunday, November 15, 1931 

Lesson 32. Birth of John the Baptist 

Text: )Luke I:i5-2S; 57-80; -Sunday 
Morning in the Kindergarten, Lesson 
No. 32. 

References: "Jesus the Christ' by Tal- 
mage, pages 75-79. Any book on the life 
of Christ. 

Objective: Thanksgiving (and grati- 
tude should be shown in deeds as well as 

Organization of Material. 

L Zacharias and Elizabeth Righteous 
Before God. 

a. They were from chosen families. 

b. Both had grown strong in the 
service of God. 

1. Zacharias, a priest in the 

2. Elizabeth, doing good daily. 

c. They sorrowed greatly becaus? 
they had no children. 

d. Prayed constantly for a son. 
II. An Angel Promises Them a Son. 

a. When Zacharias was on duty in 
in the temple. 

b. The son to have a special mis- 

1. His name to be 'John 

2. He was to be filled with the 
Holy Ghost. 

3. His mission was to prepare the 
way for the Lord. 

c. Zacharias asks for a sign. 

d. Great rejoicing in the home. 
III. The Promise Fulfilled. 

a. In due time, the son born. 

b. Friends and neighbors share the 
parent's joy. 

c. Named and blessed on his eighth 

d. His father's speech restored, 
IV. The Song of Thanksgiving.^ 

a. Zacharias praises God in deeds 
and words. 

b. He prophesies of John's mission. 

Lesson Enrichment: Point of Contact: 
Sing with the class a song of praise and 
thanksgiving. "We Thank Thee" page 12 
or "Thanksgiving Hymn" page 35 of 
Kindergarten and Primary Songs by 
Thomassen or any song of oraise the 
children may know. Then talk about It 
a little with the children. To whom do 
we say "Thank you" in this song? Note 
the words which say praises to God. Then 
sing the song once more with faces up- 
turned to Heaven as thoup-h we were 
extra anxious to praise our Heavenly Fa- 

Then tell the story of a good man who 
wanted a little son very badly. Our Fa- 
ther gave him the son and he was so hap- 
py and so thankful that he sang praises 
to God, saying "Blessed be the Lord God 
of Israel." He not only said good things 
to Our Father but he did the things Our 
Father asked him to do to show his 

Illustration — 'Application : — Let sev<eral 
children tell of a time during the week 
when they have said, "Thank you" to 
some one. Let some others think of a 
time when they have seen someone do 
a "Thank you deed." Let teacher and 
pupils together think of a few words they 
may say as little songs of praise to their 
fathers and mothers at home. Perhaps 
the child's little song of praise could say 
"O Mother dear, I love you." If the 
teachers desire, they may teach the chil- 
dren one of the following: 

"Mother! Mother! gift of love. 
From the blessed Lord above 

"I love my pa an awful lot 
For he's the only pa I've got 

Sept., 19 31 



"The world has many fathers, 

And all of them are fine; 
But better than all the others, 

There's one (God bless him!) mine." 

"I know the nicest lady 

Of any anywhere; 
It is my own dear mother 

She's sitting over there 

— Ida Reed Smith 

I will not frown and say cross words 

To grieve these parents of mine, 
,But be a sunbeam 

And shine! shine! shine! 

(If teachers feel that their children are 
too small to remember one of these verses 
to say to their parents, write enough 
copies so that each child may take one 

Rest Exercise: When we wish to 
show our gratitude to mother and fa- 
ther for the clothes they have given us, 
we can keep them brushed, we can shake 
them in the wind, hang them on the 
hook, keep the shoes brushed and wash 
the hands so that they will not soil the 
clothes. Pretend at doing these things. 

Fourth Sunday, November 22, 1931 

Lesson 33, Larry's Thanksgiving 
Text: Sunday Morning in the Kin- 

Objective: Thanksgiving and grati- 
tude should be shown in deeds as well as 

Organization of Material. 
I. Jane Tells Larry of Her Thanks- 
giving Day Plan. 

a. She recalls the joy, of the last vis- 
it to her grandmother. 

L Sliding down the haystack. 

2. Gathering Black Biddy's eggs. 

3. Feeding Bossy, the cow. 

b. She visits Larry, a lame boy. 

1. His mother obliged to work 

2. He has never been on a farm. 

c. Jane sympathizes with him. 
II. She Changes Her Plan. 

a. To include Larry and his mother. 
L They are to go to the farm 

with Jane. 
2. Jane to spend her own money 
for railroad fare. 

b. Jane's unselfishness pleases her 

III. Jane and Larry's Happiest Thanks- 

a. Both families visit the farm to- 

b. They enjoy a delicious Turkey 

c. Thank God for His blessings. 
Lesson Enrichment: Point of Con- 
tact: Show some pictures (which have 

•been collected from old magazines or 
which have been found in various books) 
which picture little children doing some- 
thing for some one else. They may be of 
a child giving the cow or the horse 
an armful of hay, a child feeding the 
chickens, dusting a room, setting the 
table, helping an old lady across the 
street, tending the baby, etc, etc. Help 
the children to feel that these children 
may be saying "Thank you" in deeds as 
well as in words. 

Then find out about the little "songs of 
praise" which the children said to their 
parents last Sunday and perhaps many . . 
times during the week. Let the children * * 
tell when they said them and what their 
parents said in answer. Let them tell 
of the sunshine deeds they did for mo- 
ther and father as a means of saying 
"Thank you." 

Ask for the memory gem again: 
"Thank-you day will soon be here 
But I'll say Thank-you all the year." 

Then tell how Jane said "Thank you" 
to God for His blessings to her. 

Rest Exercise: Pretend at helping mo- 
ther prepare the Thanksgiving dinner. 
Run to the basement, turn the food grind- 
er, count the eggs for the pumpkin pie, 
polish the apples, etc. 

Gem: Thank you for the world so 
Thank you for the food we eat. 
Thank you for the birds that sing. 
Thank you, God, for everything. 

Songs: "Thanksgiving Hymn," page 35 
(2nd verse) Kindergarten and Primary 
Songs. "Thanksgiving Song," Child Land 
in Song and Rhythm, Jones & Barbour. 
"Thanks for Daily Blessings," Song 
Stories— Patty Hill. 

Fifth Sunday, November 29, 1931 

The Children's Period 

This Sunday follows Thanksgiving 
Day so the children's minds will be full 
of the memories of joyous times. Encour- 
age them to tell how they spent their 
"Thankful day." What words of thanks- 
giving did they say? What deeds of grat- 
itude did they do? Show any pictures of 
kind acts which they may bring. Then 
show the pictures of "Jesus and the Ten 
Lepers," "Zacharias and John, the Bap- 
tist" and a picture which you may find 
to represent "Larry's Thanksgiving." 
Help the children to find the "thank you" 
deeds in these stories. (In the old set of 
Kindergarten and Primary Pictures, you 
will find two pictures of kind deeds. 
They are "The Wounded Lamb," and 
"David Plays Before the King.") This 
Period may be made a very happy child- 
like testimony period. 



Like Joseph Did 

By Coral J. Black 

"1 do wish you'd quit singing, Cal," 
Ben Davis remarked irritably to his 
younger brother, "that's the third time 
I've asked you since we left home, and 
you're still at it!" 

"You haven't asked me to quit sing- 
ing, even once," the younger boy ob- 
served smiling. 

"Haven't? What about when we 
passed the school house and again at 
the river bridge, and nowf What do 
you call it?" 

"Well, Ben, the first time you asked 
me where I got my tune and down by 
the bridge you said you'd heard cats do 
better singing and just now you said 
you wished I'd quit but you didn't 
really ask me to." 

"Well, you knew every time just 
what I meant, now didn't you, honest- 

■"I knew you were tired of it but you 
didn't ask me to quit so I kept on." 

"Well, Cal, I really wish you would 
quit, will you?" 

"Oh, yes, I guess so," Cal agreed 
reluctantly, "but I like to sing, espe- 
cially when we are on this old wood 
rack. I like to keep time with the 
squeaks in the front wheels. Have you 
ever noticed, Ben, how that right wheel 
gives three little screeches every time 
it turns around and each one sounds a 
little different to the others?" 

Ben smiled. Cal was always saying 
some ridiculous thing that made a fel- 
low smile whether he wished to or not. 

"Sure, I hear dozens of noises every 
time the old rack moves, but I haven't 

heard any yet that I'd call musical or 
that make nie want to sing." 

Cal looked at his older brother spec- 
ulatively for a moment then asked. 

"What's the matter with you Ben? 
I never saw you so cross and grumpy. 
Don't you feel well ?" 

Ben did not reply. They had reached 
a short stretch of level road and if they 
were to make time on their trip the 
horses must be urged to a faster pace 
whenever the roads would permit. Ben 
spoke sharply to his team which in re- 
sponse broke into a long swinging trot. 

Presently, receivifig no reply, Cal 
ventured another question. 

"I'll bet you're mad at me or else 
you're sick. Are you?" 

"No," Ben replied gruffly, "there's 
nothing the matter of me except I am 
so worried about mother." 

"Mother? Why mother is getting 
better every day. I heard Aunt Carrie 
say so yesterday," Cal exclaimed in 
astonishment. "Why worry about 

"Cal, Aunt Carrie hasn't seen mother 
yet this morning but the doctor has 
and I heard him tell father the crisis 
would come today and he had very lit- 
tle hope for her." 

"What's a crisis, Ben?" 

"Well it's the worst part of a sick- 
ness, the turning point where a sick 
person either dies or begins to get bet- 

"Gee whiz!" Cal exclaimed in con- 
sternation. "Why did we come after 


Sept., IQ3I 



wood if mother is so very sick? Why 
didn't we stay at home?" 

"Well, you see," Ben explained, "we 
promised this load of wood sure today 
— 'besides we couldn't do a bit of good 
at home and time passes quicker when 
we work." 

"That's so," Cal agreed and the two 
boys lapsed into silence each busy with 
his thoughts. 

Ben's mind reverted to the promise 
made and now being kept. He could 
not have told why he believed it, for 
he was a shy, quiet boy who very 
seldom gave utterance to his thoughts, 
but deep in his heart he felt that in the 
strict performance of his duty he was 
making himself worthy of a blessing — 
that somehow it would affect his moth- 
er's chance for recovery. 

Cal, the younger boy, was a bright, 
merry lad forever whistling or singing, 
pleasant, contented and deeply re- 

Now he sat silent for a time his feet 
swinging idly and his eyes turned to 
the line of distant purple peaks. His 
thoughts were with his mother so ill 
at home and it seemed a veil of cloud 
had passed over the sun. 

Half an hour flitted by in silence 
then suddenly ICal burst again into 

"O, how lovely was the morning, 
Radiant beamed the sun above." 

Ben turned on him angrily but be- 
fore he could voice his reproach Cal 
cried out, 

"Oh, Ben, I forgot, honest I did. 
I didn't even know I was going to sing 
until I heard it." 

"But how can you sing, Cal, with 
mother so sick?" 

"Well it don't do any good to be 
gloomy, does it?" 

"It may not do any good" answered 
the older boy, "but I don't see how you 
can sing." 

"Well isn't there lots of things to 
enjoy and be thankful for?" Cal coun- 
tered, "beside I don't believe mother 
will die. I almost know she won't." 

"I hope you are right, Cal, but I 

couldn't enjoy anything today, I never 
saw the old wood road so tiresome and 
dirty and hot. I'm so unhappy I could 
easily cry but I couldn't sing, it would 
choke me !" 

"Well I don't feel • very happy 
either," Cal replied, "but you know 
Ben, they even sing at funerals. It's 
supposed to make people feel better." 

"But it doesn't, I'm sure it doesn't 
make anyone feel better and it always 
makes me feel a lot worse." 

"Well if you're thinking about your 
song you can't be thinking about' your 
sorrow too," argued the young philos- 
opher, "and so of course you would 
feel better." 

"Were yon thinking about your 
song ?" 

"Sure 'O how lovely was the morn- 
ing,' it is a lovely morning don't you 
think so, Ben?" 

"Well, yes," Ben agreed rather re- 
luctantly, "it zvould be a lovely morning 
if mother were well. If I could know 
she would ever be singing around the 
house again like she always does when 
she is all right I — I — " but Ben could 
not' finish the sentence, tears were too 

"I'm sure she'll be all right Ben," 
comforted the younger boy, "we've had 
the Elders every day and the doctor 

"But they haven't done her any good 
have they?" Ben questioned dubiously. 

"Why, Ben, she might have died long 
ago if it hadn't been for the Elders. 
We don't know how much good they've 

"But she's not better, Cal. she's 
worse and Doctor Benton doesn't think 
she will get well." 

"Well, / think she will," the young- 
er boy maintained stoutly. "I'm just 
as sure as sure can be. Anyhow moth- 
er wouldn't want us to feel gloomy and 
cry around. She always liked to hear 
us sing." 

"I know," Ben faltered, "but please 
don't Cal, I just can't stand it." 

"All right Ben I won't sing any 



Sept., 1931 

So the boys lapsed into silence once 
more while the horses plodded up the 
rough road. The river called merrily 
to them as it hurried to the Valley be- 
low, the aspens quivered in the breath- 
less sunshine, a great gray hawk hung 
motionless in the air above them — ^but 
all passed unnoticed by the young 
woodemen who were so deeply ab- 
sorbed in their own sorrow. 

But suddenly two more lines of that 
pleasing song issued from Cal's lips. 
"Humbly kneeling sweet appealing, 
'Twas the boy's first uttered prayer." 

But' the song died as abruptly as it 
had begun and Cal turned to his 

"Oh, Ben, forgive me, I didn't mean 
to sing any more but I've had that song 
in my mind all morning and it just 
slipped out before I knew it was com- 

"All right, Cal, but I do wish you 
could remember not to." 

It was still some time before noon 
when the boys reached their "wood 
yard" as they called the particular hill- 
side where they secured their load. 
The horses were unhitched, hobbled 
and turned loose to feed on the wild 
oats which grew knee deep on the hills. 

The boys ate a few sandwiches for 
they had breakfasted early and were 
both very hungry. Then they set to 
work with a will, filling the big wood 
rack. This was done in an orderly and 
systematic way, for if the wood was 
laid in snugly the rack held a good cord 
and this meant a fair wage for the two 

It was getting late in the afternoon 
when the loading was at' last completed 
and two brothers sat down on a fallen 
log to rest a few moments and eat 
the remainder of their lunch. 

There had been very little conversa- 
tion between them for several hours 
for hard work makes it rather difficult 
to talk freely. Now as they sat quiet- 
ly eating Cal turned to his brother, 

"Ben don't it always make you feel 
different when we are up here in the 

"How do you mean different?" 

"Well, I don't just know," puzzled 
Cal, "it's so quiet and the sky seems 
so close. Why I feel sometimes that if 
I should call real loud they could easy 
hear me up in heaven." 

Ben smiled in spite of himself. 

"You'd better be careful what you 
say then Cal." 

"Don't laugh at me, Ben, because 
there's something I want to tell you— 
something I've been thinking about 
ever since you scolded me for sing- 

"What is it that's been bothering 
you ? Tell me Cal, I won't laugh, hon- 

"Well you remember what I was 
singing don't you?" 

"Sure, 'Joseph Smith's First Prayer' 

"It's about that song I've been think- 
ing, Joseph went into the woods to 
pray, didn't he?" 

"Yes," replied Ben, "he went into the 
woods so he would be alone." 

"Maybe that was the reason and 
maybe it was so he would be nearer to 

"Why, Cal, what a strange idea," pro- 
tested his brother, "don't you think our 
Father in Heaven could hear Joseph 
as well at home as anywhere?" 

"I know he could all right, but it 
seems like we are nearer to him out 
here than we are at home and I think 
we mean what we say more if we feel 
like we are closer to Him." 

iBen was thoughtful. He had to 
agree with his brother that there was a 
different feeling here in the hills among 
the great pines and fragrant cedars. 
Yes, there certainly was something 
which made one feel that' they were 
in the very presence of the Great Cre- 

Cal's voice 'roused him from his 

"Ben, I've been thinking about Jo- 
seph Smith's first prayer and how God 
answered it in such a wonderful way, 
and I — " he hesitated and glanced at 
his brother, 

"You what, go on." 

"Well I've been wondering if we 

Sept.. J931 



prayed for mother here in this lovely 
place, wouldn't He hear and answer 
our prayers as He did Joseph's?" 

As Cal ceased speaking the puzzled 
look that had been in Ben's eyes van- 
ished and the light of understanding 
shone from them. 

"Just the thing, Cal, I'm so glad you 
thought of it. We'll kneel right here 
by this log and we will each pray. You 
have the first turn, old kid, because it 
was your idea." 

Oh the nearness and the dearness of 
those prayers. Alone in the solitude 
of the hills, where no other eyes or ears 
might witness their supplication, they 
poured out the trouble of their boyish 
hearts to a kind and loving father and 
besought His help. 

The prayers over, the boys felt bet- 
ter. So sure were they that their pray- 
ers had been heard and would be an- 
swered, that it seemed a great load 
had been flung aside. 

With peace and assurance came a 
gayer mood, especially was this true of 

Ben whose gloomy countenance had 
cleared and from whom bits of laugh- 
ter were occasionally heard. 

"Do you care if I sing now?" asked 
Cal as they harnessed the horses pre- 
paratory to starting for home. 

"Not a bit, Cal, sing for both of us." 

Nothing loath Cal gave expression to 
his feelings in music, and song after 
song floated out on the summer air. 

It was getting dark when they drove 
into the home yard. Their father who 
had been looking for them hurried for- 

"How is mother ?" the question came 
in unison and then each listened for 
the answer he knew would come. 

"Mother is better boys, much better. 
A marvelous change came over her 
late this afternoon and she has been 
improving ever since." 

Not a word was spoken by either 
boy, their hearts were too full, but two 
youthful and understanding hand? 
reached out and gripped each other for 
an instant in the dark. 

A Rainbow Day 

Outside, the rain fell gently over 
the field and hills, filling the little 
brooks, washing the faces of all the 
flowers, and making cunning pools for 
little birds to bathe in. 

Inside, three little brothers watched 
it, and the tears dripped slowly down 
their cheeks. 

"Uncle Robert was coming to take 
us to town to see the parade," said 
Billy, mournfully, "and now he can't." 

"I know he would have buyed us 
ice-cream cones. He always does," 
wailed Danny. 

"Hateful old rain to come to-day," 
said Bobby, stamping his foot. 

Just then Billy thought of some- 
thing. The corners of his mouth turn- 
ed up instead of down, and he began 
to smile at his little brothers. 

"Let's be sunshine for mother in- 
doors," he said. 

"Oh, let's," echoed the Httle brothers. 
"How can we Billy?" 

"Straighten up the playroom first," 
said Billy. "Then amuse baby sister 

when she wakes up, so mother can 

"Come on," said Danny and Bobby. 

When mother looked in an hour 
later she saw a busy sight. Baby sister 
was cooing happily at Danny, who was 
playing "bear" for her, while Billy and 
Bobby were putting their playthings 
in order. 

"Here are some cookies," she said. 
"And look, dears, what has happened 
out of doors." 

Three little brothers ran to the win- 
dow, and there was the sun peeping 
through the clouds. Down at the gate 
Uncle Robert was honking his horn 
for them to come. 

"The parade will start in an hour," 
he said. "Jump in and we will have 
dinner in town, and then take our seats 
on the grandstand and see it go by." 

"Ijust love rainy days," said Billy, 
as he hopped in Uncle Robert's car. 

"So do I," echoed each little broth- 
er. — Emma Florence Bush. 





The Budget Box is written entirely by children under seventeen years of ago. 
To encourage them, "The Instructor" offers book prizes for the following: 

Best original verses of not to exceed twenty lines. 

Best original stories of not to exceed three hundred words. 

Best amateur photographs, any size. 

Best original drawings, Black and white. 

Every contribution must bear the name, age and address of the sender, and must 
be endorsed by teacher, parent or guardian as originaL 

Verses or stories should be written on one side of paper only. Drawings 
must be black and white on plain white paper, and must not be folded. 

Address: The Children's Budget Box, "The Instructor," 47 East South Temple 
Street, Salt Lake City, Utah. 

Jane's Prayer 

Jane Allison straightened her 
shoulders and sighed as she looked 
wearily at the drooping heads of the 
flowers she had spent so many hours 
in raising. Then she gazed over the 
wide istretch of potatoes that were 
wilting fast by the intense heat and 
lack of water. 

All Jane's hopes seemed to vanish 
as the soft drying wind, blew her 
golden curls about her face and hard- 
ened the skin of her bare arms. Her 
plans of a city life and starting her 
first year of high school were at last 

She watched a fleecy cloud float laz- 
ily over the horizon, making various 
forms and slowly increasing in size. 
It's purity reminded her of the les- 
sons she had been taught. Suddenly 
she dropped on her knees and uttered 
words of prayer, for rain. Then she 
slowly arose, walked in the house and 
began helping her mother who was 
bending over the hot stove preparing 

Towards evening she noticed large 
white clouds gathering in the west. 
A new light glowed in her eyes. A 
light of hope and expectation. As 

they grew darker the whole village 
appeared happier and families gather- 
ed on porches to welcome the arrival 
of the rain. The women called to one 
another, the children ran about, while 
the men continually watched the sky. 

There v;as a flash of Jightning, a 
clap of thunder, and then came the 
rain iti a downpour, forming pools 
of water everywhere. Mrs. Allison 
slipped her arm around Jane. 

"Everything will turn out all right 
after all." 

"And God sent the rain, didn't he 
mother?" she asked. And at the smell 
of burning potatoes she ran in the 
house as happy as a lark. 

Rhea Marriott 
Age 14 R.F.D. No. 5 

Warren, Utah 

Covered Wagon Days 

"Covered Wagon Days" was a grand 

But the weather was ,hot and the sun 

did glare. 
The parade was so long and the sun 

was so hot, 
That before it was through many 

dropped on the spot. 

^ept., H)3i 



The ambulance was busy picking up 

the faint, 
To take them to hospitals without fuss 

or complaint; 
The floats were so many it was hard 

to pick the best. 
But I liked "Miss Pioneer" and also 

her dress ; 
The bands there were plenty and all 

did their best, 
To try to put the parade over in a 

grand success ; 
The celebration was grand and lasted 

three days. 
And we saw and heard things we'll 

remember always. 

Anna Sanders 
Age 14 433-20th St. 

Ogden, Utah 


Drawn by Alice Bartlett, 
Age 15. Tridcll, Utah. 

A Prairie Dog 

My little brothers had the cutest 
baby prairie dog. My big brother was 
down to our farm plowing. He saw 
four baby prairie dogs, so he took a 
stick and ran after them. Three of 
them got away and when he caught 
up with the fourth it turned around, 
sat up on its hind legs and looked at 
him. Then it ran right up to him, so 
he picked it up and brought it home. 
My Httle brothers were delighted to 
have such a pet. They made it a cage 
but it did no good for the prairie dog 

broke out. It learned to follow the 
boys around. But the funniest thing 
of all is how it learned to feed with 
the little kittens. One day the boys 
forgot to feed it. It saw the little 
kittens feeding and decided it wasn't 
much of a joke so it tried it and was 
quite successful. We had been put- 
ting it in the granary at night but one 
night we forgot and the little prairie 
dog ran away. 

Susie Harvey, 
Age 12. Blanding, Utah. 

Bunny Rabbit 

Bunny Babbit got his name this 
way: Patsy saw him in a shop win- 
dow and said : "Wook at my bunny 
babbit." Mrs. Nelson (Piafsy's 
mother) knew the little girl wanted the 
rabbit so she bought it for the little 
girl's birthday. Patsy was delighted 
when she saw him. Then mother said, 
"His name is ,Bunny Babbit." So 
that is how he got his name. 

Bunny Babbit was white velvet with 
a cotton tail. The inside of his ears 
was pink satin. He had many adven- 
tures, but I will tell you just one. 

Bunny Babbit went fishing in a boai 
one day with Patsy and the rest of the 
Nelson family. ".Now Bunny Babbit," 
Patsy warned, "don't go near the side 
of the boat." The boat rocked so that 
Bunny Babbit was rolled to the side 
of the vessel. Then a big wave came 
and rocked the boat so hard that 
Bunny Babbit was washed out. Patsy 
cried, "Bunny, Bunny, Bunny I, Mama, 
wook at Bunny Babbit !" Papa took 
a long pole and pulled him to the boat. 
Afterwards, they went home. 

Patsy held Bunny by the ears and 
then started to scold him. "Why did 
you go to the side of the boat, Bunny, 
when I told you not to ?" 

"I didn't," said Bunny to himself, 
but he did not say it to Patsy, because 
that is not allowed in Toyland. 
Gweneth Fletcher, 
2853 Hemlock Street, 
Age 11. Longview, Washington. 



Sept., 1931 

God is Good 

JfOseph Buchanan went out on a 
farm every week with other boys of 
his age. 

One day they decided to take their 

After they got out on the farm and 
had played a while, Joseph lost track 
of his dog. They called and looked 
but he could not be found. 

When he got home he asked his 
mother if she had seen his dog. But 
she had not. When his father got 
home he said the wolves might eat the 
dog up. 

Joseph had been taught to pray, so 
when he went to bed that night he 
asked the Lord to keep his dog and not 
let the wolves eat it. The next morn- 
ing Joseph and his father went out to 
the farm and found the dog. 

Joseph is grown now and often says 
to his dog, 'T still remember when I 
prayed for you." 

Effie Vaughn, 
Suite 42 Johnson Bldg.. 
Age 14. Amarillo, Texas. 

A Beautiful Land 

When life's work is finished, 
And we lie down in our graves to rest ; 
To a far oflf land we'll h& taken, 
The beautiful land of the blest ;, 
This land will be decked with flowers 
With happiness everywhere ; 
Only kind words will be spoken, 
For only the good will be there. 
If you want to go to this land 
With happiness everywhere, 
Be good and live the gospel. 
And do not lie or swear. 

Age 12 

Norine Cannon 
Bountiful, Utah 

Two Roses 

Age 12. 

Two little roses, 

One fine summer day. 

Took a fine notion 
To go out and play. 

One wore her pink hat, 

The other one red; 
And when they stopped playing 

Of course they were dead. 

Geneva Cope, 

Box 44, 
Glenbar, Ariz. 

Angry Amos 


Photo by Helen O. Hansen, 
A^e 15. Spring: City, Utali. 

Angry Amos is his name — 
He is really small and not so tame. 
His tail is short, his ears are long 
And when he's mad, you should hear 
his song. 

His song is of bad words no doubt. 
I think he wishes he could talk right 

Because he growls down in his throat. 
And then there comes an angry note. 

He is very fond of Popcorn and Candy. 
His name is Amos 
But he answers to Andy. 

Nina Hair, 
Age 8. Vernal, Utah. 

Sept., 1931 



The Animals' Feast 

Once upon a time Mr. Elephant was 
going to give a feast for all the animals 
of the jungle. He made invitations for 
the Tiger, The Monkey family, Mr. 
Leopard, the Giraffe and Mr. and Mrs. 
Baboon. He was going to have all 
kinds of nuts, berries and green leaves. 
Then he sent the invitations by a 
parrot. This is what they said: ^ 

Tomorrow by the pool 
Where it is nice and cool. 
We will meet together 
And have a party. 

Mr. J. Elepliant. 

The next day Mr. Elephant got the 
feast ready. When the guests arrived 
they played games and then ate. When 
they were eating a naughty Elephant 
shot water on the animals and made 
them very angry. Then a monkey hit 
him on the head and made him run 
away. The party soon broke up and 
the animals all said they liked it very 
much. Didn't you ? 

Marilyn LeBaron, 
Age 8. Barnwell, Alberta, Canada. 

Beautiful Spring 

(A Little Out of Season but Worthy) 

Oh ! beautiful springtime is coming. 
All bees are busily humming, 
Awaken to earth with sunshine and 

Filling the air with small rain showers. 

In the trees the birds are singing, 
In the grass the daisies are swinging, 
All the children are in glee, 
So why not you and me? 

Boys are out flying their kites 
Sailing them way out of sight, 
Girls' are shouting with might and 

For beautiful springtime is here. 

Norma Denkers 
Age 11 721 S. 4th Ave. 

Pocatello, Idaho 

A Pal 

One who'll stand by you through thick 

and thin, 
Who'll not desert you though you 

don't always win. 

That's what I call a pal. 
One who'll befriend you through joys 

and sorrows. 
Who'll stand by you through all the 


That's what I call a pal. 

Palmyra Bean, 
Joseph Smith Farm, 
Age 15. Palmyra, New York. 

Summer Days 

On summer days to work is hot. 
So I like to play a lot ; 
Sometimes I like to cook and sew, 
But swimming is a treat, you know. 
Shower baths will cool you off, 
If you don't take cold and cough. 
The flies and hornets come by score; 
When one is killed you find ten more ; 
But I don't mind the summer days, 
When they're spent in cheery ways. 

Norine Cannon, 
Age 12. Box 4, Bountiful, Utah. 

The Wind 

The wind takes papers flying high, 

It flies the kites up in the sky ; 

It makes the trees bow down their 

It makes the flowers lie in their beds. 

The wind blows people's hats away, 
It seems to feel so good and gay. 
It blows the sand into our eyes 
And all night long it moans and sighs. 

Maxine Crandell, 
Age 10. Snowflake, Arizona, 

Honorable Mention 

Myrtle Browning, Rexburg, Idaho. 
Gail B. Home, Mesa, Arizona. 
Ingrid Johnson, Idaho Falls, Idaho. 
Annice Lee, Pima, Arizona. 
Barbara Jean Marriott, Warren, Utah. 
Johanna Schuman, Brooklyn, N. Y. 
Florence Taylor, Pima, Arizona. 
Helen Warr, Oakley, Idaho. 

the Calico Cat 

seemed very, very 

The children had taken their 

and gone to school. 

Daddy vras down in the big city. 

Mother was out shopping with her 

Cook was down in the kitchen 

Otto was raking up the leaves on 

, and 


the lawn and canning them off in his^^^^ 

Katy was up in the nursery, mending a ^^*?full of 


, while Baby played in her^ 
was very lonely without the other children, but Katy 
gave her a ^^ and a ^^ and a ^^^ and a 
Iji^^ ^^'^ ^^^^» ^"^ t>aby said Lioo-goo! 
for ** thank you*' and laughed. **Ting-a-ling! ** went 
the 1^ and Katy had to go down to 
iheiQ F . She left |x^ on the soft 
rug with a "^<^^^ behind her and all her 
toys. "I'll be back in a minute, pet," 
she said. But the minut^passed and 
she did not come* The *^^ ticked very loud. The 
j^was very still. Baby's ®^ had rolled 
away where she could not get it. She had just opened 

Sept., 19J!I 



her red mouth very wide to cry, when zip ! the ®^ 
came flying across the room and ^^^T came flying 
after it with his / in the air. &^ . laughed out 

loud instead of crying^^'She watched 
^^^%^play with the @^ and jump 
up to catch a<^ that buzzed in the 
window. '* Goo-goo ! " she said, and 


beat on thel^g^with her little 
TTien Dandy jumped over the^ 
snuggled down beside Baby on the 

;and she 

put out her little ^Z and stroked his fur. When 
the man who had kept ^W so long was gone, she 
came flying up to the nursery, ** O my poot baby [ ** 
she cried. **How lonesome she must have been all 
this long time!" But there was her^^^^^S:: fast 
asleep with a smile on her rosy 
*T^ I **Why, who could 
have taken such good jMure of my 
baby ! '* wondered Wy . Then 
she saw^.^^^, and Dandy 
opened one sleepy eye and 
looked at her. "Was it you?" 
whispered Katy. "Was there ever such a fine little 
nurse ! " And who was it but the little Calico Cat ! 




Household Grammar 

"Do you have any trouble with shall 
and will?" 

"No, the wife says you shall and I 
say I will." 

Poor Atheist 

"I can't marry him, mother. He's an 
atheist, and doesn!''t Relieve thei-e's a 

"Marry him, my dear, and between us 
we'll convince him that he's wrong-." 

"The Longest Way 'round—" 

A tourist stopped his car on the road 
and asked a little country boy how far 
it was to Bunkville. The little boy re- 
plied, "It's 24,996 miles the way your ^o- 
in', but if you turn 'round, it ain't but 

Beauty and the Beast 

A sultan at odds with his harem 
Thought of a way he could scare 'em; 

He caught him a mouse 

Which he freed in the house 
Thus starting the first harum-scarum. 

It's A Riot 

A woman with ten small children 
climbed aboard the street car. 

"Excuse me, madam," the operator 
ventured, "but are these yours, or is it 
a picnic?" 

The woman glared at him. 

"Mister," she snapped, "these are all 
mine — and it's no picnic." 

Mistaken Identity 

Two Irishmen were returning home 
late at night in their flivver after a gay 
evening in town, when the car nearly 
swerved into the ditch. 

"Hey," yelled Mike, "be after usin' 
more care there or ye'll be killin' us 

"Who, me?" came back Dinty. "Why 
I thought you was drivin'!" 


And All Wrong 

He: "My mother says I'm a wit." 
She: "Well, she's half right." 

To Sum Up 

Professor: "The snake to which I refer 
is said to strike with mathematical pre- 

Bright Boy: "You mean an adder, sir." 

A Pointed Tale 

When you buy a shirt it gives employ- 
ment to fifty people; and forty-seven pi 
them do nothing but put pins in the shirt 


Judge: "Do you wish to challenge any 
of the jurymen?" 

Spike: "Well, your honor, I'll fight that 
red-headed bird on the end." 

His Long Suit 

Father: "Doesn't that young man 
know how to say good-night?" 
Daughter: "I'll say he does!" 

— Hudson Star. 


"If there were four flies on a table, and 
I killed one, how many would be left?" in- 
quired the teacher. 

"One," answered the bright little girl. 
"The dead one." 

No Back Driving 

"You say that you have driven a car for 
10 years and never had a back seat 
driver?" inquired the weak-chinned gen- 

"Yeah," asserted the sad-faced man, "I 
drive a hearse." 

Marital Environment 

"I have never married because there is 
no need of it. I have three pets at home 
which together answer the same purpose 
as a husband. I have a dog which growls 
all the morning, a parrot which swears all 
the afternoon, and a cat which comes 
home late at night," 




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